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Educational History of Illinois 





fA^ CirOunyy^ 



EDUCATIONAL HISTORY 



OF ILLINOIS 



GROWTH AND PROGRESS IN EDUCATIONAL AFFAIRS 

OF THE STATE FROM THE EARLIEST 

DAY TO THE PRESENT 



■ WITH 



PORTRAITS AND BIOGRAPHIES 



By 
JOHN WILLISTON COOK, A.M., LL.D. 

l! 

President of the Northern Illinois State Normal School 




THE HENRY 0. SHEPARD COMPANY 

CHICAGO, ILLINOIS 

1912 



\f^ ^ -y 



Copyright, 1912, 
B3' The Henry O. Shepard Company. 



INTRODUCTORY 




IN entering upon the production of the present volume 
the pubHshers aim to meet a want that has heretofore 
been unsuppHed, namely: A comprehensive history of education 
in Illinois from the inception of the State to the present time. 
No such work has yet been given to the public and the pub- 
lishers feel that there is an ample field for such a contribution 
to educational literature, and that the same will be fully 
appreciated by the educators of the State. Every possible 
source of information has been drawn upon, all matter carefully 
corrected and revised, and it is believed the work will be found 
of value to every one in any way associated with educational 
institutions, or engaged in educational work. 

THE PUBLISHERS. 



CONTENTS 



INTRODUCTION 

CHAPTER I. 
The Organization of the Territory Northwest of the Ohio 



The First School Law 



CHAPTER II. 



CHAPTER III. 

The Reactionary Movements and the Development of the School Law up to the 
Law of 1841 ............. 

CHAPTER IV. 
The Movement Terminating in the Free-School Law of 1855 . . . . 



Early Teachers and Early Schools 
The Permanent School Funds 



CHAPTER V 



CHAPTER VI. 



CHAPTER VII. 
Conditions as shown by Superintendents' Reports 

CHAPTER VIII. 

Founding of the First Normal School in the Mississippi Valley 

CHAPTER IX. 
The Organization of the Free-School System of Illinois 
Superintendent of Public Instruction 
First Ex Officio Superintendent 
Second Ex Officio Superintendent 
Third Ex Officio Superintendent . 
Fourth Ex Officio Superintendent 
First Superintendent 
Second Superintendent . 
Third Superintendent 
Fourth Superintendent . 
Fifth Superintendent 
Sixth Superintendent 
Seventh Superintendent 
Eighth Superintendent . 
Superintendent Raab 's Second Term 
Ninth Superintendent 
Tenth Superintendent . 
Eleventh Superintendent 
Twelfth Superintendent 

CHAPTER X. 

The County Superintendency .... 

Township Trustees ..... 

School Directors and Teachers 
The Teacher ....... 

CHAPTER XI. 

The Development of the Normal School 



PAGE 

9 
31 
37 

36 

42 
59 
71 

78 

87 

104 
105 
108 
109 
109 
110 
112 
113 
114 
123 
140 
144 
150 
156 
166 
170 
173 
173 
178 

188 
209 
210 
212 

214 



CONTENTS — Continued 



CHAPTER XII. 
The New Normal School Movement ...... 

CHAPTER XIII. 
The County Normal School ........ 

CHAPTER XIV. 
Development of Higher Education ...... 

CHAPTER XV. 
State AND Sectional Teachers' Association . . . . . 

CHAPTER XVI. 

State Charitable Educational Institutions ..... 

CHAPTER XVII. 
Professor Turner and the Development of Industrial Education 



CHAPTER XVIII. 
CHAPTER XIX. 



The State Course of Study . 

The Chicago Public Schools 

CHAPTER XX. 
The Development of a Few Typical Schools 

CHAPTER XXI. 
Graded High Schools 
Consolidated Schools . 
Illinois Soldiers' College 
State Training School for Girls 
St. Charles School for Boys 
State Reform School 



School Journalism in Illinois 



Julian Sturtevant 
Simeon Wright 
Benaiah G. Roots . 
Enoch A. Gastman 
P. R. Walker 
John Williston Cook 



Illinois' First School . 
Nathaniel Pope 
Some Early Workers 
Jacksonville Association 
MoNTiCELLO Seminary . 
"White" 
Circuit Schools 
Early Schools in Alton 
Fowler Institute 



CHAPTER XXII. 
CHAPTER XXIII 



CHAPTER XXIV 



PAGE 

243 
262 

286 

369 

413 

431 
449 
456 

494 

505 
508 
511 
512 
512 
513 

515 

528 
531 
531 
533 
538 
540 

542 
542 
543 
543 
544 
544 
545 
546 
547 



The Educational History of Illinois 



INTRODUCTION 

EDUCATION is a large term. In its widest sense it includes all of those dis- 
ciplines, both conscious and unconscious, through which a race is led to exercise 
its capacities in such a way as to acquire steadily increasing efficiency in the 
struggle for survival. In a narrower and more technical sense it is limited to those 
conscious efforts at improvement which a people makes as it takes itself in hand and 
organizes its activities for the acquisition of the accumulated knowledge of the race 
and for the mastery of certain of its arts. The history of such a movement must 
always be extremely attractive to those who are interested in the story of the evo- 
lution of human society. It displays civilization in the process of becoming. All 
progressive races regard the existing culture as very precious and endeavor to pass 
it on to the new generation, while they at the same time add their own contribution 
to its riches. Thus, a widespread intelligence is slowly developed through which a 
great democracy becomes a possibility. A true history of education, therefore, is 
a splendid epic that celebrates the spiritual conquests of man over his lower nature. 

The great educational agency, in the sense in which we are considering education, 
is the school. Improvement in education has been accomplished mainly through, 
the improvement of the school. The history of education, therefore, will be chiefly 
the history of the growth of the school. In the following pages an attempt will be 
made to trace its development in the Illinois country from the early territorial days 
to the present, when the ancient wilderness has become a populous empire. Where 
a century ago were only the creatures of the wild are now the " seats of the mighty," 
palaces, temples, hives of industry and vast market places, all crowding upon each 
other for standing room. 

This is not the place for anything approaching an exhaustive historical survey. 
Our task is far less pretentious than that. lUinois has a history abounding in events 
that exhibit all of the charm of romance. But it is to the school that we are chiefly 
to confine our attention. We are the children of the past, however, and to under- 
stand ourselves and our civilization we must know something of the conditions out 
of which our social and economic life developed. 

Illinois occupies the most favorable position in the great plain. It contains the 
choicest portion of that vast northwest territory which the valor of Clark and his 



10 THE EDUCATIONAL HISTORY OF ILLINOIS 

intrepid comrades added to the colony of Virginia. It has no mountains, although 
the Ozark hills are sometimes dignified by such an appellation. They abound in 
charming scenery and often suggest the mountainous regions of Pennsylvania. The 
State is generally level, with a gentle slope to the southwest. The culminating 
summit, in Jo Daviess County, is but 1,257 feet above the sea, while Cairo, at the 
southern extremity, is barely 270. It is property described as "the Prairie State," 
about seventy-five per cent of its surface consisting of those remarkable plains. The 
glaciers plowed their way down as far as Chester, leaving an unglaciated region below, 
and also in the extreme northwest. A second glaciation covered the northeast por- 
tion and extended to the neighborhood of Peoria. 

What does Illinois not owe to her prairies ! The pioneer gazed with wonder upon 
these treeless plains all ready for the plow and the seed grain of the farmer. Here 
were farms almost for the asking and without the wearing toil demanded by forest 
lands. Yet the earh^ settlements were made along the streams and under the 
cover of the groves, for the early settlers shrank from the open country as the early 
mariners feared the open sea. When the boundless fertility of the prairies was 
once understood, however, there was exhibited that rare phenomenon of rapid 
colonization which soon transformed Illinois from a wilderness to a populous com- 
monwealth. 

In area, Illinois is almost equal to England and Wales. It lies well up in the 
temperate zone, where men ma)-' engage in severe manual labor without finding it 
oppressive. Here life may be comfortably and energetically lived. It is a splendid 
stage upon which a great people has played a notable part in the development of a 
free civilization. 

The history of Illinois was a comparatively unexplored field until within a recent 
period. A few writers were attracted by its singularly interesting past, but the main 
business of its people was the cultivation of the soil, the opening of its exhaustless 
mines, the building of cities and the establishing of means of communication. At 
last the historian has discovered abtmdant material to occupy his pen. A recent 
legislative enactment requires the teachers of the children in the public schools 
to pass an examination in the history of the State, and, in consequence, an added 
interest has developed. Nearly all of the counties have been written up b}^ thrifty 
publishers, and not a little that deserves preservation has thus been accumulated and 
placed at the disposition of the future chronicler. The State Historical Societies 
of the States that were carved out of the Northwest Territor}^ are doing an admirable 
service in rescuing from oblivion a wealth of valuable and interesting matter that 
would soon have passed into forgetfulness. While little of it relates to the school im- 
mediateh'-, it is all preparing the way for that later civilization which is impossible 
without the school. 

The observations and discoveries of early explorers and the widel)' scattered 
remains of primitive peoples alike point to a prehistoric period vastly longer than 
that which has passed since the white man first gazed with wonder upon the prairies 
of Illinois. The singular mounds that have given a name to an earty people still 
perplex the archseologist. These and other remains indicate the presence of a race 
that struggled to express ideas of profound significance to them. It may be that 



THE EDUCATIONAL HISTORY OF ILLINOIS 11 

there was a culture that made something in the nature of an education a necessity 
for those who built the mounds, erected fortifications, cultivated the soil, shaped 
the stone implements and did something with such pliable metals as lead and copper. 
Whoever these mysterious peoples were, they had disappeared before the restless 
white man with his "burden" invaded the new continent. 

When he came he fottnd a confederacy of a few tribes of Indians, living for the 
most part in a wretched condition. In the midst of the bounties of nature they were 
diminishing in number from the constant warfare in which they were engaged, from 
destructive diseases of whose treatment they had learned little or nothing, and from 
starvation through the cruel winters for which they had never developed the fore- 
sight to prepare. They seem to have called themselves the "lUini," the men, to 
distinguish themselves from the Iroquois, possibly, whose ferocity made them rather 
akin to the fierce creatures of the wild. They contributed nothing to the land in 
which they dwelt and over which the^^ wandered, beyond an occasional name of 
a locality, an interesting tradition, and those puzzling remains which still encour- 
age curious speculation. That there were occasional characters among them who 
challenge the warmest admiration for their native ability and for their devotion 
to their people must be admitted. But it is all a tragic tale, a story of singular 
pathos. 

The first white man to invade the wilderness was the adventurous Frenchman, 
stimulated by religious zeal, by fondness for exploration and stirring event, by a 
desire to win new lands for his sovereign, and by the com.mon hunger of all men for 
gain. And it is interesting to remember that these pioneer invaders of the interior 
of the country were not the restless contingent of an overcrowded countrj^ but were 
mainly scholars, gentlemen, and many of them members of the nobility. What 
were they doing in the great central valley, far in the rear of the English colonists 
who claimed the continent lying back of their discoveries on the coast? It is another 
of those many illustrations of the determination of the course of ci\'ilization by 
geographical elements. 

Spain claimed the new world by virtue of the discovery by Columbus, in 1492. 
DeLeon, DeSoto and Melendez seemed to strengthen her title. England based her 
claim to whatever should be found upon the discoveries by Cabot in 1498. The 
patents to the Plymouth and to the London Company specified the territory lying 
between the parallels of 45 degrees and 34 degrees. It was within these limits that 
the activity of the English colonists was exhibited. Behind them were the mountain 
barriers and the savage Indians. Although there were French fishermen in the 
Newfoundland region very early in the first decade of the sixteenth century, and the 
Italian Verrazani under the patronage of Francis I. is supposed to have explored 
the coast from Labrador down to the limits of New England in 1524, it was the French 
Cartier who, in 1534, penetrated far into the interior of the continent by way of 
the St. Lawrence. Seven years later an unsuccessful attempt was made at coloniza- 
tion, btit it came to nothing. More than sixty years passed awa}^ before a second 
serious attempt was made. The country was not forgotten, however. Samuel 
Champlain, destined to become the "Father of Canada," founded Quebec in 1608. 
Henceforward until his death he was identified with the new land. 



12 THE EDUCATIONAL HISTORY OF ILLINOIS 

He soon felt the presence to the south of a powerful and extremely warlike tribe 
of Indians. They had made their name a terror to the weaker tribes and were 
destined to play no small part in the subsequent history of the country. But for 
their jealous defense of their country it is altogether probable that the French, 
in the prosecution of their fur trade, would soon have found their way into the 
Illinois country instead of reaching it, as they finally did, b}^ the circuitous journey 
of the lakes and Mackinac. With an earlier establishment of authority it might 
not have been so easy to dislodge them. 

Our especial interest in Champlain in this connection is excited by his map of 
New France, published in 1632, in which he seems to attempt to locate "a nation 
where there is a quantit}^ of buffalo," and of which he had heard, according to Ed- 
ward G. Mason, "as he had coasted the shores of Georgian Bay." Mason thinks 
that the indications upon the map justify the belief that these people "were the tribe 
later known as the Illinois, and that the country in which they lived, where the 
buffalo abounded, was the prairie land upon which their name is fixed forevermore. " 
Since Champlain reached Lake Huron five years before the landing at Plymouth 
this would indicate that the Illinois country had attracted the attention of Europeans 

before 

"A band of pilgrims moored their bark. 
On the wild New England shore." 

There seems to be no doubt of Jean Nicolet's visit to Wisconsin some time in 
the late thirties, dispatched by Champlain to compose a quarrel between the Winne- 
bagoes and the Hurons, and he was the first white man to go to the west of Lake . 
Michigan. He is said to have brought back tidings of the Illinois Indians. We are 
interested to find as early a discover}^ as possible, for a certain dignity attaches to 
antiquity. 

It would seem to be impossible that the knowledge which the Indians must have 
possessed of the Mississippi river and the prairie country wotild not be passed along 
imtil it should reach the French in Canada. In 1670, Jean Talon, Intendant of 
Canada, sent St. Lusson to Sault Ste. Marie to inform such of the Indians as he 
could induce to come to his convocation that they were henceforward Frenchmen, 
at least by adoption. It was an interesting ceremony, as the historians, portray it. 
Among the company who listened to the Proces Verbal by which French sovereignty 
was nominally established over this vast domain was a young man, once a priest 
but now an explorer and trader, Louis Joliet by name, who was selected two 5^ears 
later by Talon to go into the wilderness to find the great river and the country of 
the buffalo. Three years later he started upon his perilous journey, accompanied 
from St. Ignace bv a young priest whose pious devotion to the cause of his Master 
entitles him to a place in the calendar of saints. 

The story is a twice-told tale. It need not be rehearsed here. Both of these 
men were wilderness-wise and were thus peculiarly fitted for their expedition. They 
found the great river and the Illinois country. Later La Salle, Father Hennepin 
and the faithful Tont}^ are to extend the explorations of the French and to add new 
chapters to the romantic story of our early annals. These men were all of the true 
heroic mold. Father Marquette was the first to give his life to his zeal for the poor 



THE EDUCATIONAL HISTORY OF ILLINOIS 13 

savage, dying on the shore of the great lake at the early age of thirty-eight. In 
loving appreciation of his services in their behalf the rude children of the forest 
bore him tenderl}' back to St. Ignace and buried him within the little church "there 
to remain as the guardian angel of the Ottawa Mission." Joliet returned to Quebec 
in 1674, and seems never again to have visited the Illinois country. He was not 
forgotten by his superiors in Canada, where he spent the remainder of his life, dying 
in 1700. 

La Salle and Tonty, by their longer residence and more extended explorations, 
are the intensely dramatic figures of the seventeenth century in the Illinois country. 
■ Arriving in the new country in 1667, La Salle engaged in the fur trade, which threw 
him into intimate relations with the Indians. He was soon exploring the wilderness, 
and when Frontenac built his fort for the control of the northern fur trade La Salle 
was put in charge of it. Full of vast plans of colonization and trade he went to France, 
where he was ennobled and received large grants from the King. In 1678 he was 
again in France with more stupendous schemes for the future of New France. They 
involved nothing less than a careful exploration of the whole country, the finding 
of the mouth of the great river, and the establishment of a line of fortifications from 
Fort Frontenac to the west and south, by which the control of the entire region 
should be secured for his royal master. Here was a man of large designs. He saw 
the future possibilities of the new continent and in his conceptions rose to the 
occasion. 

Tonty was a lieutenant who was worthy of his leader. In 1679, in midwinter, 
they entered the Illinois country by wa}^ of the Kankakee. Henceforward La Salle's 
passion for exploration and colonization will keep him in the wilderness, with the 
exception of a brief visit to France, until the tragic ending of his eventful life. His 
sovereign entered into his plans so far as to confer upon him the dignities of barren 
offices, for in 1683 he was governor of that Louisiana which had taken from Canada 
the valley of the Mississippi. The places which were his bases of supplies and his 
centers of influence are red-lined on the map of the State. The location of Fort St. 
Louis, which was at the site of the ancient village of the Indians near Utica, must 
forever remain a historic spot. The faithful Tonty, with incredible hardship, built 
the fort on the summit of the frowning rock, and there, for years, waved the lilies of 
France. Judge Breese says of it: " It is a most romantic spot. I have stood upon 
the ' Starved Rock ' and gazed for hours upon the beautiful landscape spread out 
beneath me. The undulating plains rich in their verdure, the rounded hills beyond 
clad in their forest livery, and the gentle river pursuing its noiseless way to the 
Mississippi and the gulf, all in harmonious association, make up a picture over which 
the eye delights to wander, and when to these are added the recollections of the heroic 
adventurers who first occupied it, that there the banner of France so many years 
floated freely in the winds, that there was civilization while all around them was 
barbaric darkness, the most intense and varied emotions can not fail to be awakened. " 
Creve Coeur, the fourth of his projected forts, had a brief existence, but is another 
of the cherished suggestions of the great explorer. 

Now that the way is opened by the explorer and the missions are established by 
the faithful priest, and the fur trader has given to the Indian the conception of value 



14 THE EDUCATIONAL HISTORY OF ILLINOIS 

to his trophies of the chase, the French are on the way to a real occupation of the 
great west. Something more than a royal gift of lands of which he never heard will 
be necessary to hold this vast inland empire for an English king, while the French 
are forging a more substantial claim with their forts and their villages and their 
grants. Destiny had not A^et become manifest with respect to this splendid domain 
when such conflicting civilizations as those of England and France were rivals for 
its possession. More than half of another century is to pass into history before that 
memorable victory on the Heights of Abraham is to secure the great valley of the 
Mississippi to the institutions of the Germanic race. It is but the speculation of 
an idle hour to theorize upon what the character of the educational institutions of 
the Illinois countr}' would have been if the French had been able to do what seemed 
within the range of probability at the beginning of the eighteenth century. 

Old Kaskaskia was founded in the last year of the seventeenth century. It 
perpetuates the name of the Indian village on the Illinois where Tonty built his Fort 
St. Louis on the summit of the "Starved Rock." It is first of all a mission. Here 
is the church and here the parish of "The Immaculate Conception of the Blessed 
Virgin." 

It is a source of sincere regret that we have onh^ glimpses of the life of the first 
of all of the permanent settlements made by the French. They were not institution 
builders as the English were. They did not industriously write their annals and 
jealously preserve them. They were too simple-minded and pleasure-loving for that. 
They were rather disposed to meet the Indian half way and adopt as many of his 
customs as they required him to accept as an indication of his conversion. The 
Frenchman of all men can make himself at home anyivhere. The exceptionally 
amicable relations of the French with the Indians have often excited remark. As 
an explanation, Judge Breese suggests: "Religious influence was brought to bear 
upon them by the most learned, acute, crafty, zealous and indefatigable men of the 
age, by intermarriages with them and b}^ the power of ' fire water' and the possession 
of fire-arms. Added to all of these was that singular native aptitude, so character- 
istic of the Frenchman, to be satisfied under circumstances that would deprive the 
Anglo-Saxon of all his serenity and composure. 

"Though naturally gay and volatile, he has, notwithstanding, great energy, 
courage and fortitude, and a happy honhommie, disposing him, in whatever situation 
he may be placed, to inspire the same feeling in others, and an astonishing faculty 
of dispensing the light and beauty of his own nature around every circle, Christian 
or savage, and instead of being grum, gruff and surly over his wild rice and jerked 
venison, he laughs and talks with no counterfeited pleasure, and joins in the com 
dance to the sound of the drum, and the rattle of the chechegua, with as much apparent 
gusto as he woiold in his national cotillion to the music of his own loved violin. lie 
has, too; his own interests in his eye, as much as any other man, and, therefore, would 
neither say or do anything offensive to those among whom he had come to gather 
buffalo robes, peltries and beaver skins." 

Something is learned of the early years at Kaskaskia and Cahokia by the entries 
in the parish register, but these entries are quite invariably confined to such common- 
place facts as births, christenings and deaths. Bancroft, in the third volume of his 



THE EDUCATIONAL HISTORY OF ILLINOIS 15 

History of the United States, gives an idyllic picture of Kaskaskia days when the 
good Father Mermet was at the head of the mission. A college is said to have been 
established some twenty years after the founding of the mission, but it seems to have 
escaped the attention of the historian afterward. Later there was to be much 
coming and going of men of prominence connected with the control of Louisiana 
and with the trade with the Indians, and the greed for gold sent exploring parties 
into the wilderness in search of the precious metals. To be the commandant of the 
Illinois dependency of Louisiana was no mean dignity, for it carried many perquisites 
in the matter of Indian trade that were highly profitable. Indeed the time came 
when Old Kaskaskia was called " The Paris of the West." 

A few miles away a fortress was erected in 1720 and Fort Chartres is full of con- 
notations as to French conditions at home as well as to what was going on in the 
Illinois country. Men have alwaj^s hoped to dig gold from the ground instead of 
accumulating riches by the slow processes of labor and frugality. France was in 
sad need of money and her sovereign looked to the new Eldorado to furnish it. That 
historic fact explains the grant to Crozat, and the absence of the gold mines explains 
Crozat's surrender of his costly privilege in 1717. What an individual could not 
do it was hoped that a company might do, hence John Law's Western Company, a 
forerunner of countless wild-cat schemes, succeeded to the chance for boundless 
wealth to the company and to the government of France. And now the people 
came in earnest and by the hundred;- and not only the free emigrant, for Law sent 
three hundred slaves to work on the plantations and in the mines. This was the 
beginning of African slavery in Illinois, but the way had been preparing for it by 
the enslavement of Indians. 

There is no space for details. It must suffice to throw Old Kaskaskia, Cahokia 
and Fort Chartres upon the screen for a m_oment. These remote posts in the wilder- 
ness were often a theme of anxious debate in the councils of statesmen at the French 
court. Edward G. Mason has told the stor}' in a charming way in his " Chapters 
from Illinois History." Parrish writes of the overland trail from Kaskaskia to 
Detroit "in those far-off days of French ascendenc}^ when Fort Chartres was the. 
center of French power in the great valley, and the commandant of the Illinois, 
country ruled as a little king. This old trail witnessed many a gay cavalcade. Here 
passed fair maids and merry matrons of France, not a few in the ruffled petticoat and 
high-heeled shoes of fashion; beside them gallant soldiers rode with bow and smile, 
their lace-trimmed uniforms gorgeous in the sunshine. Courtiers of the French 
court, friends of the great Louis, traveled these somber miles of wilderness, passing 
the time with quip and fancy, while many an adventurer, his sole wealth his glittering 
sword at his side, pressed forward hopefully to his fate in the west. Troops, travel- 
stained and weary, marched it on their way to battle against the English outposts; 
wild raiding parties swept over it through the dense night shadows, and many a 
dispatch bearer, l^^ing low upon his horse's neck, speeded day and night with his 
precious message." 

In Publication Number 10, of the Historical Library of Illinois, Stuart Brown 
has written vividly of "Old Kaskaskia Days and Ways." In Number 8, of the 
same Library, Joseph Wallace contributes an interesting chapter on Fort de Chartres. 



16 THE EDUCATIONAL HISTORY OF ILLINOIS 

But these are but references taken quite at random. Whoever writes of early IlHnois 
searches the annals for tidings of the French in the Kaskaskia region. The villages 
near the present site of Chester related themselves to all of the French settlements 
in the west, and the formidable fortress was in vital relations with all the links in 
the chain of forts that were built to realize the dream of the great La Salle. It brings 
us nearer to the Old French War, and to the career of the young Virginian who was 
destined to immortality, to learn that the Fort Chartres garrison was represented 
in his first defeat. 

But the French i-egime was drawing to its close. It gave little to Illinois but a 
most romantic early history. The English victory at Quebec was also an English 
victory in Illinois. On the tenth day of October, 1765, the lilies of France that had 
waved so long above the ramparts at Fort Chartres were exchanged for the British 
ensign. Many of the old French inhabitants had already gone to New Orleans, 
leaving as soon as the news of the cession of the territory was known. 

" Kaskaskia and its environs seem a fitter field for the poet than for the historian. 
When some skilled hand, worth}' of the task, shall weave into the sober warp of 
fact the softer threads and brighter colorings of romance, and do for Old Kaskaskia 
what has been done for Acadia, we shall gladly excuse the histoiian from his labors. 
We do not care to know the formal history of Acadia. We do not concern ourselves 
about the number or the names of its governors, civil or military, if such there were, 
nor seek to find the exact date of the founding of the ' beautiful village of Grand 
Pre,' the exact number of its inhabitants, the extent of its cultivated acres, the 
quantit}' of its agricultural products or the value of its fisheries. If these facts were 
ever ours they have long since escaped us and we make no effort to reclaim the 
fugitives; for we know the story of Evangeline and of Gabriel, of saintly Father 
Felician and of sturdy Basil, the blacksmith, and what more do we care to know? 

" Comparing Old Kaskaskia with Acadia as a field for poetic endeavor the setting 
seems as picturesque, the life as idyllic, the souls as devout, the spirits as brave, the 
hearts as trtie, the end as tragic, the effacement as complete. The}- are all gone — 

' Scattered like dust and leaves when the mighty blasts of October 
Seize them, and whirl them aloft and sprinkle them far o'er the ocean.' 

the soldier and his fortress, the priest and his people, the master and his slaves, the 
gold digger and his dreams, the htmter and his quarry, the trader and his traffic, the 
voyageur and his canoe, the cottager and his village, leaving no more impress upon 
the country or upon its institutions than was left by their fragile barks upon the 
broad bosom of the Mississippi. The work of Joliet and La Salle alone endure.s — a 
priceless heritage, a legacy in perpetuity to all the ages. 

" Yes, it is a theme for the poet and not for the historian. Until another Long- 
fellow shall arise to take in hand such naked facts as I have set before you, touch 
them with the magic wand of his sympathetic genius and clothe them in the graceful 
drapery of poetic thought and form, there will be no satisfactor}' rendering of the 
story of ' Illinois under the French.' "* 

In the capture of Kaskaskia by George Rogers Clark another name is added to 

*Stephen L. Spear. 



THE EDUCATIONAL HISTORY OF ILLINOIS 17 

the list of illustrious characters in the early annals of Illinois. It is not difficult to 
recognize the hero when he appears. What did it matter to him whether the Illinois 
country should be wrested from the British jmd added to, the territory of his own 
Virginia or not? There was an almost trackless wilderness between. There were 
hostile Indians lying in wait who were ready to contest the passage of any expedition 
through their territory. His force was small, btit all were, like himself, at home in 
the wilderness. The only answer is that they were heroes one and all. 

The conquest was conceived by Clark and furthered by his friend, the governor, 
one Patrick Henry, whom the historian loves to remember even for a single day and 
a single deed in a colonial assembly. Another Virginian, Thomas Jefferson, and 
still a third, George Mason, were in his confidence. It is enough for us here that the 
deed was done all on the fourth day of July, 1778, which marks the beginning of the 
modem epoch for Illinois. And yet the whole expedition would have come to 
naught through the neglect of her hero by the colony of Virginia if a rich St. Louis 
merchant, a Sardinian by birth but a sympathizer with the American movement, had 
not come to the rescue of the starving and ragged troop. Let us remember Francis 
Vigo for his gift of $20,000, and for the subsequent aid which he rendered to Colonel 
Clark, and let us smother our indignation over the disgraceful fact that the generous 
Sardinian never saw his money again. 

And thus it was that Illinois became a part of the county of Virginia, the dignity 
being formally conferred upon it by the General Assembly of that colony in October 
following the notable victory of Colonel Clark. A most abundant county it was, 
too, at least in territory, for it comprised all of what is known as the Northwest 
Territory, since divided into five spacious States. Although engaged in the great 
struggle with the English government for independent existence, what was con- 
ceived to be ample arrangements were made for the government of the acquired 
territory, and a man with extraordinary preparation for such a position was des- 
patched. Governor Patrick Henry selected him because of his peculiar qualifications. 
His name was John Todd. He was lawyer, statesman, pioneer, Indian fighter and 
one of Colonel Clark's companions in the Kaskaskia campaign. Mason says that 
he was the first man to enter Fort Gage. His instructions were written in " Colonel 
John Todd's Record Book," probably by Patrick Henry himself. This precious 
document is now in the possession of the Chicago Historical Society and was rescued 
from the ruthless hands of the document destroyers at Chester. It is doubly inter- 
esting and valuable, for it was written almost in the presence of a British fleet, 
and it deals with the problems of free government in such a way as to commend itself 
to the inhabitants of a country which henceforward was to be free from the authority 
of kings and courts across the sea. 

Colonel Todd was at this time at or near Vincennes, and in search of him went 
a faithful messenger bearing his commission and his instructions. The messenger 
found him at Vincennes and delivered his charge. Colonel Todd did not set out 
immediately for his new field of labor, but in the spring of 1779 he reached his des- 
tination. Respecting his coming, Mason, in his intensely interesting " Chapters 
from Illinois History," says: "This was no ordinary arrival at the goodly French 
village of Kaskaskia. In the eighty years of its existence it had seen explorers and 

2 



18 THE EDUCATIONAL HISTORY OF ILLINOIS 

missionaries, priests and soldiers, famous travelers and men of high degree, come 
and go, but never before one sent to administer the laws of a people's government 
for the benefit of the go^'enied. We may imagine its inhabitants gathered at the 
river side to watch the slow approach of a heavy boat, flying a flag still strange to 
them, as it toils against the current to the end of its long voyage doAvn the Ohio and 
up the Mississippi. And when there lands from it one with the mien of authority 
(having, perchance, this book under his arm), the}' are ready to render him the homage 
exacted by royal governors, and here and there a voice even cries, 'Vive le Roi.' 
And as the}' are reminded that they are under a free government now, and learn 
that the newcomer is their new County-Lieutenant, on their wa}' back to the village 
we ma}' hear Francois and Baptiste sa}' to one another, '"What is this free govern- 
ment of which the}' speak? Is it a good thing, think }'ou?' Small blame to them 
if their wits were puzzled. Less than fourteen }'ears before they had been loyal 
liegemen to King Louis of France; then came a detachment of kilted Highlanders 
and presto! the}' were under the swa}' of King George of Great Britain; a few years 
passed and one Jul}- morning, a band with long beards and rifles looked down from 
the heights of Fort Gage and raised a new banner over them, and now there -s^-as 
yet another alTi^'al which, though seemingly peaceful, might mean more than 
appeared. Perhaps the very last solution of the myster}- which occurred to them 
was that henceforward the}' were to take part in their own government." 

The new go^'e^lor began in a vigorous wa}' the organization of a government 
on a democratic basis. Civil officers were soon chosen b}' the people, which was the 
first exercise of the elective franchise by the people within the limits of Illinois. 
Instead of an excess of office-seekers there were here more offices than available 
candidates, so that several individuals were obliged to serve in two or more capacities. 
Militar}' organization was a prime necessity tuider existing conditions, and when 
that was attended to the other functions of a state were provided for. Business 
was encotuaged, the financial question was considered, and it was grave enough, for 
on the eastern borders of the countr}^ they were engaged in the great struggle for 
independence. The paper currency was worth but little more than the material 
upon which it was printed. The land question demanded earl}' and vigorous 
attention, and to all of these urgent issues the governor addi'essed himself with 
such expedition and energ}' as was possible. 

As an example of the rudeness of the times there is an oft-quoted instance of the 
severity of the law which sentenced a negro slave to be burned at the stake in expia- 
tion of his dreadful crime, respecting which the historian seems to be silent. One 
such instance seems- to have sufficed, for there is no further record quoted b}- the 
authorities of the infliction of so extreme a penalty. 

For the histor}- of this most interesting period we are almost entirely indebted 
to the industrious and painstaking care of Colonel Todd, the founder of the com- 
monwealth of Illinois. His eventful life was spent on the frontier doing yeoman 
work for civilization and was finalh' closed in the unfortunate Indian battle of the 
Blue Licks, in Kentuck}-, in 1782. 

One dwells with interest upon the beginnings of modem life in this noble State 
which has taken so conspicuotis a place in the union of commonwealths. If not a 



THE EDUCATIONAL HISTORY OF ILLINOIS 19 

story of educational development it is at least the development of educational 
material. As an organized society it was parallel to the infant stage of the human 
being, in which consciousness has not yet awakened. The notion of freedom was in 
the air, and men were feeling their way blindly. Individualism had not yet submitted 
itself to the truer individualism of a self-conscious state. It was all to come in its 
own good time out of these simple beginnings. 

The part that Illinois took in the Revolutionarj^ War is a most enticing theme, 
but it has been so amply treated b}^ the historians that it seems a needless repetition 
to introduce it into this brief introduction. It is enough for present purposes to say 
that although quick methods of communication and travel were unknown there 
were ways by which the little handful of people about Kaskaskia kept well informed 
as to the progress of events. It is estimated that at the time of the cession of Illinois 
to England there was a possible population of two thousand whites and a thousand 
negro slaves. It is to be remembered that the whites were nearly all French. Be- 
coming British subjects they demanded all of the privileges that belonged to those 
who were " to the manner born. " The home government regarded such a suggestion 
as the height of absurdit}^ and returned a corresponding answer. Like the patriots 
on the Atlantic seaboard they assembled in convention or in popular assembl}^ and 
repeated their demands. Kaskaskia witnessed scenes not altogether unlike those 
that occurred in the old " Cradle of Liberty." And they had the courage to declare 
that tyrannical government would not be endured. In 1777, one Tom Brad}^ organ- 
ized a valiant arm}^, numbering only sixteen, coimting horse, fopt and dragoons, 
and stealing upon the English force at Fort St. Joseph stormed the redoubt and cap- 
tured the garrison. But they were themselves captured before the}' could make good 
their escape, and were sent to Canada as prisoners of war. The succeeding summer 
a raore pretentious army recaptured the fort and sent the English garrison across 
the border on parole for the remainder of the war. 

Of course the main event was the Clark expedition, of which brief mention has 
been made. There were other minor campaigns that seemed to the Illinois people 
of great pith and moment, and the Indians were often the occasion of much anxiety. . 
. It is not to be forgotten that even in these remote regions the fires of patriotism were 
burning, and that the French colonists had been so awakened to the inestimable 
value of free institutions that they behaved like the Americans who boasted of their 
Anglo-Saxon descent and their right to the privileges conferred by Magna Charta. 

But people are necessary to constitute a commonwealth and they came very 
slowly to the Illinois country. The stories of the valiant fellows who had gone with 
Clark doubtless stimulated some immigration, and a few families, accustomed to 
pioneering, came from the older settlements to the east. Parrish says: " For thirty- 
six years northern Illinois remained an almost untrodden wilderness. In 1812 pos- 
sibly a dozen settlers were about the present site of Chicago, hovering within the 
protecting shadow of old Fort Dearborn, but no influx of colonists from the northern 
States, arriving by the way of the great lakes and spreading out over the rich prairies 
of the northern counties, occurred until after the close of the second war with Eng- 
land. Even the advance was slow beyond the main watercourses, several counties 
being without a single settler as late as 1840." 



20 THE EDUCATIONAL HISTORY OF ILLINOIS 

It is to be remembered that George Rogers Clark was a Virginian colonel and 
that his expedition was authorized and dispatched by that sovereign colony. What- 
ever of conquest he should accomplish would so far enrich the State promoting the 
expedition. In consequence the Illinois country became a count}' of A^irginia. 

The possession of vast outlying tracts of territor)' b}" some of the original States 
introdticed a most troublesome and difficult problem for adjustment in organizing a 
union. Let those who will pursue the subject through congi^essional reports and 
legislative proceedings. It is enough for our purposes that "\^irginia ceded the Illinois 
country to the general go\"ernment on March 1, ITSi, and that the territor}" thereb^■ 
passed from being a count)' of \'irginia to the Northwest Territory, from which five 
gi-eat States wei'e subsequently' to be car\'ed. To the one reser^'ing the original 
name and occupying the most desirable location our interest especially attaches in 
the subsequent pages of this volume. 



THE EDUCATIONAL HISTORY OF ILLINOIS 21 



CHAPTER I. 

" Not without thy wondrous story, 

IlUnois! IlHnois! 
Can be writ the nation's glory, 

Illinois! Illinois!" 

ON the thirteenth day of July, 1787, the Congress of the American Confederacy 
passed the celebrated ordinance by which the whole of the country north- 
west of the Ohio river became one territory for the purposes of government 
and for the encouragement of immigration. It left " to the French and Canadian 
inhabitants and other settlers of Kaskaskia, St. Vincents, and other neighboring 
villages, who have heretofore professed themselves citizens of Virginia, their laws 
and customs now in force among them, relative to the descent and conveyance of 
property." 

The temporary government was to consist of a governor, a secretary, and a court 
of three judges, all of whom must reside in the territory and be landowners. They 
were to adopt suitable laws then in force in the original States, which were to remain 
in force until the election of a general assembly, to which the territory should be 
entitled when its population reached five thousand "free male inhabitants of full 
age." The governor was commander-in-chief of the militia, which he was authorized 
to organize ; he could establish counties and appoint their officers, and in conjunction 
with the judges he could set in motion all of the necessary machinery to regulate 
civil affairs pending the organization of a government that should be chosen by the 
people. 

The govei-nor was clothed with large authorit}^ but Congress did not surrender 
its jurisdiction and might step in at any time for the relief of the people if he should 
abuse his power. Provision was made for a free, representative government bv the 
people as soon as they should appear in sufficient numbers. In addition to all of 
these specific details the ordinance contained six unalterable articles of perpetual 
compact between the people of the original States and the people of the Territory. 

1. No person in peaceable demeanor was to be molested on account of his mode 
of worship or his religiotts sentiments. 

2. To the inhabitants were guaranteed those inalienable rights of trial by jury, 
writs of habeas corpus, suitable representation in legislative bodies, access to the 
courts to be conducted under the common law, proper bail except in capital offenses, 
and so on through the list that has found a place in the fundamental laws and the 
statutes of all free people the world over. 

3. Religion, morality and knowledge being necessary to good government and 
the happiness of mankind, schools and the means of education shall forever be 
encouraged. 



22 THE EDUCATIONAL HISTORY OF ILLINOIS 

The Indian, once the possessor of this vast domain, so far as mere occupancy of 
a small part of it could confer ownership, was not forgotten. It was declared that 
good faith, justice and humanity toward him were to be observed, his lands and pro- 
perty were not to be taken without his consent, and peace and friendship were to 
be cultivated. 

The three remaining articles made the Territory and the States to be formed 
therein pei-petual members of the national union, pro^'ided for the pa^'ment of a 
proportionate share of the public debt by the inhabitants, prohibited discrimination 
in taxation against non-residents and any taxation of the lands of the United States, 
opened the navigable waters of the lakes without charge to all of the citizens of the 
United States, designated a minimum number of States to be organized and a mini- 
mum number of free inhabitants with which they could be admitted, and forever 
excluded slaver}' except for the punishment of crimes of which the partv shall have 
been duly convicted. ^Vho shall say that this is not a good beginning? It was 
enacted by Congress, then holding its sessions in New York, while over in Phila- 
delphia the convention was laboriously working out a fundamental law for the 
whole countr}-. Sureh' the education of the people is the only method by which 
such a scheme of government can be carried into effect. An intelligent law-making 
bod}' has conceived it; it remains for an intelligent constituency to realize it. 

In October of the same }'ear Congress elected Major-General Arthur St. Clair 
governor. He had been an excellent revolutionary soldier, had suffered great losses 
in the war and his friends had pressed him for the position with the understanding 
that he was to retrieve his deca}'ed fortunes by speculation in land. His tastes, 
howe^-er, did not run in that direction, and if the}^ had he would not have engaged 
m it, believing it to be inconsistent with his position. 

The governor and judges ha^'ing promtilgated a code of laws and proper officials 
having been provided, on the fifteenth day of July, 1788, the territorial government 
was launched. The date is worth remembering; it is the birthday of Illinois. A 
stud}- of the code would be interesting if space permitted. Since there were no jails, 
it was necessar}- to provide forms of punishment for offenders that could dispense 
with that feature of municipal administration. The death penalt}', whipping, fines 
and disfi^anchisement, the stocks and the selling of convicts into service were the 
main methods. 

In 1789 President Washington directed Governor St. Clair to proceed to "the 
Kaskaskias" and caiT}' into effect the orders of Congress with respect to the land 
titles of the people. In consequence, St. Clair amved at Kaskaskia accompanied b}* 
his secretary the following February. This was his first official visit to this portion 
of his teiTitor}- and is thus worth}- of mention. The cotmtr}- from the southern 
limit of the tenitor}- to the mouth of the Little Mackinaw creek where it enters the 
Illinois river was erected into a county and was named after the governor. St. 
Clair count}-, although having been shorn of a large part of its original area, may 
still claim the distinguished honor of being the mother of all of the counties of the 
southern half of the State. There was as yet no need of any county organization 
in the remainder of the temtor}-, for it was but an uninhabited wild, patienth- wait- 
ing for the coming of the white man. 



THE EDUCATIONAL HISTORY OF ILLINOIS 23 

There is an abundance of most interesting events connected with the organization 
of the government, but it is beyond the present purpose which aims alone to find the 
beginning of the school as a well defined institution. Through all of the incidents 
connected with the early settlement whatever there was of education as we use the 
term was purely incidental. Intelligent parents taught their children the mastery ■ 
df the tools of learning and left them to that self-education which is so often inde- 
pendent of the book and which surprises us by its results. The mind has a way of 
its own of realizing its native capacities. 

In 1800 the Northwest Territory was divided, that portion of it now included 
within the States of Indiana, Illinois, Michigan and Wisconsin being included in the 
Indiana Territory. Nine years later Illinois, including the present State of Wis- 
consin, was separated from Indiana, after a close and bitter struggle. ■ Ninian 
Edwards became its governor. We shall have occasion to refer to him later. 
The territory contained a population of about nine thousand. 

Nine years more were to pass before the Territor}^ was to rise to the dignity of 
statehood. They were to be years of great privation and stirring adventure for the 
people. Their history should be studied by the children of the great and populous 
commonwealth so that they may know what it means to convert a wilderness into 
a State. The gravest troubles were with the Indians, as might be expected. They 
fought to avenge their wrongs, of which they had many, and to retain their fields 
and hunting grounds. When the Indian question arises we find it convenient to 
discuss some other and simpler topic. It is easily disposed of. It is the old struggle 
between the weak and the strong in which the former has what the latter desires 
and usually gets. The victory is not always a bloodless one, however, and so it 
was in Illinois. It will not be surprising if some reflective youth, poring over these 
early annals, should wonder about the particular principle of justice under which 
these children of the wild, these strangers to what we call civilization, were dis- 
possessed of their homes and driven to the new frontier. Like "Poor Joe" they 
have continued to "move on" to the west until their hereditary foe, the "civilized" 
man has flanked them. There is no longer a "west." Who will venture to write 
of their future ? 

It was in January, 1818, that the territorial legislature, then in session at Kas- 
kaskia, passed a resolution directing the territorial delegate in Congress to petition 
that body to enact a law enabling the people to form a State government. The bill 
was introduced on the seventh day of April. The well-known controversy respect- 
ing the northern boundary of the State is of especial interest in the light of later events. 
The bill fixed the boundary at 41 degrees and 39 minutes, because of one of the 
articles of the ordinance of 1787. Delegate Pope moved an amendment to the bill 
extending the State to the parallel of 42 degrees and 30 minutes, thus including 
the southwestern shore of Lake Michigan within its jurisdiction. Mr. Pope made 
an interesting argument in support of his amendment, which was, in effect, that the 
proposed boundary would identify Illinois with the States to the south rather than 
with her immediate neighbors, for her interests would be so involved in the naviga- 
tion of the Mississippi as to make such a relation of the most commanding impor- 
tance commercially. Being cut off from the lake on the north her only relief would 



24 THE EDUCATIONAL HISTORY OF ILLINOIS 

be in the opposite direction. Fm-thermore, a canal connecting the lake and the 
Illinois river was only a matter of time, and every practical consideration indicated 
the necessity of having it within the territory of Illinois. It is interesting to see 
how narrowly the State escaped the loss of the port of Chicago and the range of 
populous counties on the north. What that loss might have involved is suggested 
by certain striking facts. The people of those fourteen counties made the election 
of Lyman Trumbull to the United States Senate possible, with aU of its significance 
in relation to the Kansas- Nebraska policy of Senator Douglas. It was this portion 
of the State that gave the Republican party its victory in 1856, and thus made 
Lincoln an available candidate for the presidency in 1860. Mr. Pope must be cred- 
ited with far more than ordinary foresight. 

But this was not the only indication of the wisdom of Mr. Pope. He further 
urged the amendment of the original bill so that the provision appropriating the 
State's portion of the proceeds of the sale of the public lands for the construction 
of roads and canals was changed to the appropriation of two-fifths of such proceeds 
for the building of roads and the remaining three-fifths for the encouragement of 
learning, of which one-sixth part shall be exclusively bestowed upon a college or 
university. This added a very substantial sum to the school fund, and furnished a 
part of the foundation of the Illinois State Normal University, founded about forty 
years later. 

Two other provisions of the enabling act are of especial educational interest. 
The first runs as follows : 

" The section numbered 16 of every township, and when such section has been 
sold, or otherwise disposed of, other lands equivalent thereto, and as contiguous as 
may be, shall be granted to the State for the use of the inhabitants of such townships 
for the use of schools." 

The second is of similar import: 

" That 36 sections, or one entire township, which shall be designated by the presi- 
dent of the United States, together with the one heretofore reserved for that pur- 
pose, shall be reserved for the use of a seminary of learning, and vested in the legis- 
lature of the said State, to be appropriated solely to the use of said seminary by the 
said legislature. " 

This is another of the funds that formed the support of the State Normal Uni- 
versity for the first twelve years of its existence. We shall hear of it later, for it 
became a bone of contention among the schoolmen of the State, a bone with no 
little nutrition attached, and conflicting clans did battle ro5^al for its possession. 

And now the new State has a constitution and is one of the noble sisterhood. 
There was a population of about forty-five thousand, some two thousand of whom 
were descended from the early French settlers in the romantic villages of Kaskaskia, 
Cahokia, Prairie du Rocher and Prairie du Pont. The latter was an interesting 
element of the jDopulation in retrospect, but next to worthless for the development 
of a State. The}' had common fields for farming and perpetuated the^ ancient 
customs of their people inviolate. One can easily imagine how disappointing this 
unpromising remnant would be to the reflective historian who s>'mpathized with 
the ambitious aims of the French monarch and French ministers of the early part 



THE EDUCATIONAL HISTORY OF ILLINOIS 25 

of the nineteenth century. A sorr}^ outcome, indeed, of the dreams of empire. The 
awakening had been rude, but the Englishman does not consider rudeness as alto- 
gether out of place when he is adding vast areas of territory to the dominion of his 
king. We must dismiss these picturesque people, with all of their lightness and airy 
grace, for they had nothing to give to the new State that could not be dispensed 
with without loss. 

" The settled portion of the State extended a little north of Edwardsville and 
Alton ; south along the Mississippi to_ the mouth of the Ohio ; east in the direction 
of Carljde to the Wabash; down the Wabash and Ohio to the mouth of the latter 
river. But yet there was a ver}^ large unsettled wilderness tract of country within 
these boundaries, lying between the Kaskaskia river and the Wabash ; and between 
the Kaskaskia and Ohio of three days' journey across it." (Ford's History.) 

The proximit}^ of the southern portion of the State to Kentucky and Virginia 
explains the immigration from those communities. Pennsylvania also contributed 
to the early settlement. The people were, in the main, a simple folk, without edu- 
cation. There were no schools except for the most elementary studies. There was 
slight need of lawyers, yet what there were came from older settlements. Doctors 
of Divinity could well be spared, with their learned disquisitions, for the preacher 
will always develop where he is needed, however uncouth his method or primitive 
his style. These pioneer exhorters usually have a message, and have a way, all 
their own, of driving it home. There was a popular belief that all that was needed 
for a teacher of religion was a knowledge of the Scriptures and a good degree of vocal 
power, and the second was generally characteristic of them whether or not the first 
was especially in evidence. There can be little doubt, however, that these earl}^ 
preachers were ministers of grace to the rude communities. They stood for the 
most essential virtues, if there can be a distinction among virtues, and they exerted 
a profound and salutary influence. Ordinarih' their services were a free-will offering, 
as they maintained themselves by their physical labor in the fields. 

The people generally were farmers. An occasional merchant undertook to 
supply them what their fields would not produce, but not much was needed beyond 
the domestic productions. The farmer could raise his food stuff, and as for such 
luxuries as tea or coffee, why they could be dispensed with or reserved for especial 
occasions. Wool and flax were easily produced and the women knew how to manage 
the spindle and the loom. Wild animals in abundance ftirnished skins for foot and 
head covering, and the trees were full of houses for those who could use the ax. The 
furniture was simple, but it was none the worse for that. The agricultural imple- 
ments were of the same rude manufacture, but they sufficed and there was little 
thought of hardships. Fifty years later many an idle hour was beguiled by the 
stories of the survivors of those early days and many a sigh escaped from bosoms 
filled with profound regrets that the "good old days" were gone never to return. 
Thus is time ever lending to the past lights and colors which only distance can 
reveal. 

That particular article in the Ordinance of 1787 which relates to education has 
been referred to. It is so unequivocal and pronounced that it must have come from 
a source that appreciated the advantages both of religion and education. The 



26 THE EDUCATIONAL HISTORY OF ILLINOIS 

section forever prohibiting slavery in the Northwest Territory had a similarly 
admirable sentiment for its source. Here was a great empire pledged to freedom, 
religion and intelligence, and some one man or some group of men are to be credited 
with that far-sightedness which distinguishes the statesman from the mere time- 
server. Jefferson was certainh' in full S3"mpath}' with such high purposes, vet he 
had not been able to effect his ends with his pro-slavery constituents, for the}- voted 
him down whenever he advocated such schemes for the northwestern territory. 
Three days before the final passing of the ordinance an organizing act without the 
exclusion of. slavery was pending. Eight days before its passage one Dr. Cutler, of 
Massachusetts, appeared in New York, where the Congress was in session. And 
who was Dr. Cutler? He was a charming gentleman of university culture and 
professional experience who had also won recognition by scientific treatises. He 
ranked along with the venerable and accomplished Franklin or, at least, near him. 
And what has brought him to New York? He was employed as a lobbvist by a 
New England land company that desired to purchase large tracts of public lands in 
Ohio. The country was wretchedly in debt. Its money was sadly depreciated and 
the company had secured enough of it to make a large investment. Still others 
joined in making Dr. Cutler their agent until he represented purchasers desiring 
more than 5,000,000 acres. He wished to buy and Congress most ardentty desired 
to sell. He was in a position to make demands and he determined that the north- 
western territory should be made as attractive to future citizens from the free States 
as congressional enactments could make it. He it was who dictated these immortal 
conditions that have made for freedom, religion and intelligence. 

The universal popularity of the learned Doctor and the consummate skill with 
which he played one interest into alliance with another won the day. The ordinance 
was passed on the thirteenth of July, and irrevocably passed. Although efforts were 
made to repeal it they could make no headway. 

And now that there is a State endowed with all of the dignity of sovereignty, what 
is it going to do about that education of which the great ordinance spoke with such 
portentous dignity? Very little, alas! Forty years are to drag themselves along 
before there will be a reputable school law on the statute books of Illinois, and more 
than another half century before it is to drop the antiquated methods of a worn-out 
and dishonored system. 

The Constitution of 1818 has no word with regard to education. Indeed, the word 
does not occur in the instrument. There was no real need that it should, for the 
general assembty was clothed with ample powers. What will it do? 



THE EDUCATIONAL HISTORY OF ILLINOIS 



CHAPTER 11. 
THE FIRST SCHOOL LAW. 

PASSING by, for later consideration, the early schools of the territorial period 
and the first three or four decades of statehood, let us follow the growth of 
educational sentiment and practice as exhibited in the development of a 
school law. No other index will more faithfully register the character of public 
opinion on any question than the session laws of the general assembly. In a sparsely 
settled country, where the problems of social life have not pushed themselves into 
prominence and where the industrial arts are few in number and simple in character, 
the need of education, in the ordinary sense of that term, is not especially con- 
spicuous. Agriculture is almost the sole occupation. It is an art that is acquired 
bv imitation, and real proficiency in the main duties is entirely possible where a soil 
of bou.ndless fertilit}^ is ready to atone for the absence of any scientific knowledge as 
to the maintenance of the productive capacity of the land. While the men attended 
to the fields the women performed the duties that have since gone over to the mills. 
The spindle and loom converted the raw material that was furnished by the flax 
crop and the herd into the wearing apparel of the members of the famity, with the 
possible exception of the foot covering. Each family was in large part an inde- 
pendent group and felt little dependence upon society at large. 

It is not strange that the school was regarded with such indifference. The book 
is but one of the instrumentalities of education. There are ways of acquiring genuine 
intellectual power that dispense with its ministry. Although a considerable part of 
the people of the time which is now under consideration were illiterate according to 
census takers' standards, they were b}" no means ignorant with regard to matters of 
daily life and occupation. Many a man drove his herds to a distant market and 
materially enlarged the boundaries of his estate with his returns who was yet inca- 
pable of reading a bill of sale or of signing his name to a contract, except by proxy 
and by the rude cross which his clumsy hand managed to scratch. Knowing the 
character of the people and realizing the circumstances of their lives it should not 
be an occasion of too severe reproach if we find them very slow in developing edu- 
cational facilities. 

The first legislature assembled at Kaskaskia on the fifth day of October, 1818. 
There were thirteen senators and twentA'-seven representatives. Shadrach Bond 
had been elected governor and the French Pierre Menard lieutenant-governor. The 
governor was a man of limited education, if acquaintance with books is to be the 
measure. He had been trained in the school of experience, however, and that was 
a rnatter of far greater consequence at this period of the history of the State. In 
his first message he called the attention of the members of the legislature to the 



28 THE EDUCATIONAL HISTORY OF ILLINOIS 

importance of education, declaring that "it is our imperious dutv, for the faith- 
ful performance of which we are amenable to God and to our country, to watch 
over this interesting subject. " 

He did not succeed in awakening an}^ considerable number of the members to a 
consciousness of their "imperious duty," however, for there is no indication in the 
session laws of any attempt to organize any system of public education. Since 
there were no manifestations of any disposition on the part of the lawmakers to 
provide for the education of the children who continued to appear in the world and 
to persist in growing toward manhood and womanhood, regardless of the neglect of 
legislative bodies, private enterprise attempted to supply local instrumentalities 
for that purpose. The General Assembly granted charters that ^^'ere substantially 
identical to Madison Academy, at Edwardsville, Belleville Academy, at Belleville, 
and Washington Academy, at Carlyle. The preambles recite that several of the 
inhabitants of the towns have entered into arrangements among themselves to build 
b}- subscription academies for the education of their j-outh. Certain persons are 
constituted bodies politic and corporate, etc. It is made the duties of the trustees, 
as soon as the ftmds of the institutions will permit, to provide for the education of 
females. Another section enjoins the trustees to cause the poor people to be in- 
structed gratis and also to furnish gratuitous instruction to all children as soon as 
financial conditions will make it possible. 

The legislature also decreed that county commissioners should appoint three 
trustees for each township, and that these trustees should la}' out the sixteenth 
section in lots of not less than forty and not more than one hundred and sixty acres, 
with timber reservations for the use of all of the lessees in common. Such a pro- 
vision leads the reader to implications that lie between the lines. Material for 
buildings, fuel for the housewife, treeless plains called prairies, shelter for stock 
— these, perhaps, are some of the suggestions that arise in the mind as we read many 
of these quaint old statutes. The sixteenth section was from the first a matter of 
warm interest to the people and they expected the income from it to contribute 
very materially to the fund that was to be needed for the education of their children. 
And these measures were all that the first General Assembly did to promote the 
general intelligence of the people through the agency of the school. 

The second General Assembh' met at ' a town of its own making. Moses is 
authority for the statement that the change of location was due to the ambition of 
certain infltiential persons to profit by a town lot boom. Kaskaskia was far away 
the most important tOAvn within the limits of the new State and afforded trans- 
portation facilities not elsewhere equaled. Be that as it may, the change was made. 
The same authorit}' ^'ouches for the stor}' that the legislators were anxious to select 
a name that should unite euphony and historical suggestion. A cruel wag gravely 
informed them that a powerful tribe of red men had once lived on the upper waters 
of the Kaskaskia and that they were known as Vandals. The name at once struck 
the fancy of the susceptible statesmen and Vandalia perpetuates their decision. The 
truth seems to be, however, that the name was that of a resident of the locality, a 
Mr. Vandalia, whose connection with the event has escaped the attention of the 
historian. A government grant of fotn- sections in which there was no recognition 



THE EDUCATIONAL HISTORY OF ILLINOIS 29 

of the speculators dampened their ardor and set their speculative plans all awry. A 
writer remarks that the town was properly named, as the beautiful forests that marked 
the site were all le\'eled to the ground regardless of the future needs of ornamentation 
of streets and parks. A very ordinary two-story building had been provided by the 
commissioners to whom the duty was assigned, and thither the official records and 
belongings of the State were transported under the supervision of Sidne}' Breese. 
It was an inexpensive moving, as one wagon afforded am^ple carrying facilities and 
the whole expense was but twent}'-five dollars. 

December 4, 1820, the fourteen senators and twenty-nine representatives were 
again assembled for the purpose of continuing the business of building a State. 
There were plent}' of laws added to the existing statutes if number is a sufficient 
criterion for a judgment, but popular education had not yet engaged their attention. 
Power was given to the Belleville Academ}- to lease out the school section in township 
number one in such a way as to enjoy half of the income for its own purposes and 
leave the remaining half for the schools that might be established in the north half 
of the township. Section 3 of the act provided for an election in which the legal 
voters were authorized to permit the academy to enjoy all of the income if they 
saw fit. 

There was also an act providing for the incorporation of a debating and library 
society at Belleville, in which it was provided that the members might be fined for 
non-attendance, the proceeds to be devoted to the purchase of books. 

An additional act is interesting enough to find a place in the history of the time. 
It is denominated "An act to encourage learning in White County." The preamble 
runs as follows; 

Whereas, there is a society of Christians called '' Cumberland Presbyterians," who have erected 
a house for public worship on the sixteenth section of towTiship 5 south, range eight east of the third 
principal meridian, and whereas the said house may serve to have the gospel preached therein and 
likewise may be used for a school house, for the township. 

Section 1. Be it enacted, etc., that two or more of the county commissioners are hereby author- 
ized and required to lease five acres of the sixteenth section in township five south, range eight east, 
including said meeting house and burial ground, to the trustees of the township for ninet^^-nine years, 
for the use of said society of Cumberland Presbyterians and for the use of the schools of said township. 

Section 2. Said school shall be under the direction of the trustees of the township and of said 
society of Cumberland Presbyterians. There shall be no preference of sect and the Cumberland 
Presbyterians shall be entitled to hold divine service in said house during the period of said lease. 

And here is still another. So far as the record shows this is the first authorization 
in Illinois of the levying a tax of any kind for the support of a public school. The 
inhabitants of the town of Alton, in the county of Madison, petitioned the General 
Assembly to give them relief. The original proprietors of the town donated one 
hundred town lots, one-half of the proceeds of which were to be devoted to the sup- 
port of the preaching of the gospel and the other half to the equipping and main- 
tenance of a public school. But the town lots vested in the patentees of the tract, 
who were not authorized to use the donation for the purposes intended by the donor. 
The inhabitants, therefore, by petition prayed that the town might be incorporated 
and that trustees might be appointed in whom the lots might vest, and who could 
apply them to the purposes originally intended. The prayer of the petitioners was 



30 THE EDUCATIONAL HISTORY OF ILLINOIS 

granted. A corporation was authorized and organized and it was decreed that the 
lots should vest in them for the purposes named. But more, and here is the signifi- 
cance of the quotation — the said trustees were empowered to levy a tax not to exceed 
seventy- five cents annually on each of the lots for the purpose of erecting buildings 
and paying teachers. The machiner}^ for assessing and collecting the tax was also 
provided for. The same trustees were also empowered to regulate the affairs of the 
town so that the city of Alton has the distinction of beginning its histor}-' as an 
educational institution. Every child of suitable age was to be permitted to enjoy 
the privileges acciniing under the conditions established by the trustees. 

The onl}'' additional legislation of an educational character which the second 
General Assembly attempted, or, at least, accomplished, was the authorization of 
the auditor of public accounts to lease the college township, which had been located 
in Bond County, and for the leasing of the school lands in Monroe County, the 
proceeds to go to the schools when they should be organized. 

The third General Assembl}' convened at Vandalia on December 22, 1822, and 
continued in session until February 18, 1823. Educational legislation cuts a small 
figure. The action of the last preceding session in giving to the people of Alton the 
privilege of taxing town lots for education seems to have been too radical a move 
for the times. The trustees were forbidden the further exercise of such authority 
by the repeal of that section of the act. Moreover, the people were given an 
opportunity to express their wishes as to the repeal of the whole act of incorporation 
by a vote in which the number of votes by each participant in the election was to 
be deteraiined by the number of lots he owned. The section of the Act of 1819 
referring to the establishment of the Belleville Academy, which made the trustees 
of the academy also the trustees of the town, was likewise repealed. Evident^ a 
union of State and school was not satisfactory to the people of Belleville and they 
sought relief b}' their separation. Aside from the incorporation of the Edwardsville 
Library Association there was nothing further. The school was awaiting public 
recognition and public support. 

The action of this General Assembly can not be passed, however, without refer- 
ence to the Memorial to the President of the United States with reference to the 
township which was to be set aside for the uses of a seminary of learning. It is worth 
quoting as a whole and is presented herewith. 

To THE President of the United States: 

The Memorial of the General Assembly of the State of Illinois would respectfulh^ represent: 

That, by the fourth article of the compact between the United States and this State, it was pro- 
vided "that thirtj'-six sections, or one entire township, which shall be designated by the President 
of the United States, together with one heretofore reserved for that purpose, shall be reserved for the 
use of a seminary of learning, and vested in the legislature of the said State, to be appropriated solely 
to the use of such seminary by the said legislature." 

As the period has now arrived when, in the opinion of your memorialists, such designation ought 
to be made, they respectfulh^ request that the President will, as soon as practicable, cause the said 
thirtj'-six sections, or one entire township of land, to be designated for the purpose contemplated by 
Congress. 

From the language in which the fourth article of the compact alluded to is couched, your memor- 
ialists infer that it is optional with the President to cause the said quantit}' of land to be located 



THE EDUCATIONAL HISTORY OF ILLINOIS 31 

either in separate sections or in one entire township. This opinion is strengthened by the fact that 
when the bill "to enable the people of the late territory of Illinois to form a constitution and a govern- 
ment" was on its passage in the House of Representatives, our delegate called the attention of the 
House to the words "thirty-six sections," expressly declaring that his object in inserting those words 
was to procure the selection to be made in separate sections, and intimating that if the House were 
unwilling that the selection should be made in that manner then was the time to expunge the words. 
No motion to that effect was made. 

When the bill was in the Senate, the delegate appeared before the committee of that body to 
whom the bill had been referred, and made the same explanation, in the propriety of which the com- 
mittee concurred ; and the delegate states that he believes the same explanation was also made to the 
Senate by Mr. Morrow, of Ohio. From these facts, your memorialists infer that the plans of select- 
ing lands in separate sections received the approbation of Congress. 

For manv reasons, your memorialists give their decided preference to this mode of selection. On 
the part of the United States, it is believed, no reasonable objection can exist to this mode, as they 
are not asked to designate a larger quantity of land than they are required by the compact to do. 
But for this State, for the interest and prosperity of the future institution which is to grow up under 
its fostering care, it is an important object with your memorialists to impress upon the mind of the 
President corresponding views with their own ; more especially as what the}' ask is in the power of the 
President to grant, and is intended for the benefit of a seminary of learning. In a country like ours 
half a century may elapse before a tenantry can be collected in any one particular section of our 
State sufificientlv numerous to cultivate an entire township to such an extent as to render it profitable 
for the purpose to which it is appropriated. But if the same quantity of land is selected by sections 
in different parts of the State the same objection will not exist. A few individuals may always be 
found in the vicinity of a section of land to whom it is more convenient to lease than to purchase. 
Perhaps, it may also be worth^' of serious reflection, whether the collection of a large number of tenants 
in a single township might not at some future day give an undue influence to those who may be 
entrusted with the management of the land. 

Other considerations might be urged in favor of the proposed mode of designation ; but knowing 
that they address a Chief Magistrate whose administration has been eminently distinguished by his 
patronage of the arts and sciences, vour memorialists will not doubt that, in prescribing the locating 
that portion of land which is to be consecrated to the sacred purpose of education, the President 
will be guided by a desire to hasten the arrival of that period when the benign consequences of the 
liberality of Congress will be felt and acknowledged in the general diffusion of useful learning among 
the inhabitants of this new and flourishing State. 

Reference has already been made to the final disposition of the funds arising from 
the disposition of these lands. Some of the reasons for urging this method of selec- 
tion upon the President never had an opportunity^ to materialize, as subsequent 
events will show. 

Legislative action usually reflects the pressure of public opinion upon the members 
of the law-making department of the government. If one would seek to find in a 
highly condensed form the burden of conviction upon social matters that press upon 
the mind of the individual voter let him read the session laws of the General 
Assembly of the State in which he lives. Congressmen spend a considerable part of 
the year in Washington. Members of the legislature go back to their constituents 
the latter part of every week and are therefore in close touch with the subjects upon 
which the}^ are thinking. If the information were accessible it would make a most 
interesting chapter to chronicle the events that led to the enactment of the first law 
for free public schools. There was no public press to serve the function of a clearing 
house in the exchange of ideas and opinions. But, really, it was not needed. Men 



32 THE EDUCATIONAL HISTORY OF ILLINOIS 

and women had but to look at the children in their own homes to be impressed with 
the need of the school and with the idea that it should be supported and controlled 
by the State and in the interests of all of the people, regardless of race or condition. 
Whatever the influence was, it was effective in stirring the fourth General Assembly 
to the enactment of the first free-school law in the history of the State. This was 
so significant an event and was, the forerunner of such extended subsequent legisla- 
tion that it should find a place in its entirety in these pages, or, if not in its entirety, 
in its main features. It was introduced by Mr. Duncan, of Jackson County. It is 
entitled 

AN ACT PROVIDING FOR THE ESTABLISHMENT OF FREE SCHOOLS. 

Approved January 15, 1825. v 

To enjoy our rights and liberties we must understand them: their security and protection ought 
to be the first object of a free people: and it is a well established fact that no nation has ever con- 
tinued long in the enjoyment of civil and political freedom, which was not both virtuous and 
enlightened: and believing that the advancement of literature has always been, and ever will be the 
means of developing the rights of man, that the mind of every citizen of a republic is the common 
property of society, and constitutes the basis of its strength and happiness ; it is therefore considered 
the peculiar duty of a free government, like ours, to extend the improvement and cultivation of the 
intellectual energies of the whole; therefore, 

Section 1. Be it enacted by the people of the State of Illinois represented in the General 
Assembly, That there shall be established a common school or schools in each of the counties of this 
State, which shall be open and free to every class of white citizens, between the ages of five and twenty- 
one years: Provided, That persons over the age of twenty-one years may be admitted to such schools 
upon such conditions as the trustees of the schools may prescribe. 

Sec. 2. Be it further enacted. That the county commissioners' court shall from time to time form 
school districts in their respective counties, whenever a petition may be presented for that purpose 
by a majority of the qualified voters resident in that district: Provided that all such districts when 
laid off shall respectively contain not less than fifteen families. 

Sec. 3. Be it further enacted, That the legal voters in each district to be established as afore- 
said, may have a meeting at any time thereafter by giving ten days' previous notice of the time and 
place of holding the same ; at which meeting they may proceed by ballot to elect three trustees, one 
clerk, one treasurer, one assessor, and one collector, who shall respectiveh^ take an oath of office to 
discharge their duties faithfully. 

Sec. 4. Be it further enacted. That it shall be the duties of the trustees to superintend the 
schools within their respective districts ; to examine and employ teachers ; to lease all land belonging 
to the district ; to call meetings of the voters whenever they shall deem it expedient, or at any time 
when requested to do so by five legal voters, by giving to each one at least five days' notice of the 
time and place of holding the same ; appointing one or more persons living within the district to serve 
the necessary notice; to make an annual report to the county commissioners' court of the proper 
county, of the number of children living within the bounds of such district between the ages of five and 
twenty-one years, and what number of them are actually sent to school, with a certificate of the time 
a school is actually kept up in the district, with the probable expense of the same. 

Sec. 5. Be it further enacted, That each and every school district when established and organized, 
as aforesaid, shall be and they are hereby constituted a body politic and corporate, so far as to com- 
mence and maintain actions on any agreement made with any person or persons for the non-per- 
formance thereof, or for any damage done their schoolhouse, or any other property which may belong 
to or be in possession of such school, and be liable to an action brought and maintained against them 
for the non-performance of any contract by them made. 

Sec. 6. Be it further enacted, That it shall be the duty of the trustees to prosecute and defend 
all such suits in the name of the trustees, for the use of the school district, giving it its proper name ; 



THE EDUCATIONAL HISTORY OF ILLINOIS 33 

and it shall be lawful for tlie said trustees, in the naine and for the use of the said district, to purchase 
or receive as a donation, and hoiJ in fee simple, anv property, real or personal, for the use of the said 
school district, and the}' may prosecute or defend an^- suits relative to the same; and it shall be the 
duty of the trustees to give orders on the treasurer of the said district for all sums expended in paying 
teachers and all other expense necessari'y incurred in establishing, carr^'ing on and supporting all 
schools within their respective districts; and at the regular annual meeting of the inhabitants of the 
district, the said trustees, together with the other officers, settle all accounts which have accrued 
during the year for which they were elected. 

Sec! 7. Be it further enacted. That it shall be the duty of the clerk of each district to keep a 
book, in which he shall make true entries of the votes and proceedings of each meeting of the voters 
of the district, and of the trustees, which shall be held according to law, and to give attested copies 
thereof, which shall be legal evidence in all courts of the State. 

Sec. 8. Be it further enacted, That it shall be the duty of the treasurer of each school district 
to receive all moneys belonging to the same, and pay them over for the use of the school to the order 
of a majority of all the legal voters, by vote in general meeting, or the order of the trustees; requiring 
at all times written vouchers for such payments, stating the purpose for which it was made. 

Sec. 9. Be it further enacted. That it shall be the dut}' of the collector of each school district 
to collect all of the mone3^s belonging to, or due to the same, when directed so to do, and to collect 
such taxes as by the vote of the district shall be levied, and to pay over all moneys when collected, 
to the treasurer of said district, within twenty days after such collection, except five per cent which 
he shall retain for his services, taking his receipt for the same. 

Sec. 10. Be it further enacted, That it shall be the duty of the assessor of each school district 
to assess all such property lying within and belonging to the inhabitants of said district as he may 
be directed to assess by a majority of the voters in such district, and to make return of the same, 
within thirty days after such assessment, to the trustees of said district. 

Sec. 11. Be it further enacted, That when any legal voter living in any school district shall be 
duly elected or appointed, according to the second section of this act, trustee, clerk, collector, 
assessor, treasurer, or to serve a notice, and shall refuse or neglect to discharge the duties of the same, 
he shall, if a trustee, be fined in the sum of ten dollars; if a clerk, in the sum of eight dollars; if a 
treasurer, in the sum of five dollars ; if an assessor, in the sum of five dollars ; and if a person appointed 
to serve a notice of any meeting, the sum of five dollars ; and for a neglect to settle all of their respective 
accounts at the end of the year for which they were elected, the trustees, clerk, collector, and treasurer 
shall be fined in the sum of twenty dollars ; which, together with all other fines imposed in this act, 
shall be collected by suit before any justice of the peace within the proper countv; and when col- 
lected shall be paid over to the treasurer of the district for the use of the school or schools within 
the same. 

Sec. 12. Be it further enacted. That the legal voters within any school district, lawfully 
assembled, shall have the following powers, to wit: To appoint a time and place for holding annual 
meetings; to select a place within the district to build a schoolhouse; to levy a tax, either in cash 
or in good merchantable produce, at cash price, upon the inhabitants of their respective districts, 
not exceeding one-half per centum, nor amounting to more than ten dollars per annum on any one 
person; to do all and everything necessar^r to the establishment and support of schools within the 
same. 

Sec. 13. Be it further enacted. That one of the trustees shall preside at all meetings of the voters, 
who shall put all questions upon which a vote is to be taken, and when a vote is taken upon levjdng 
a tax upon the district, each of the voters present may propose a sum to be levied, and the vote shall 
be taken on the highest sum proposed first; and in case of a disagreement, upon the next highest; 
and so on down, until a majority of all of the legal voters within the district so taxed shall agree. 

Sec. 14. This section prescribes the form of warrant which the trustees, or a majority of them, 
shall furnish the collector and which shall be his warrant for the collection of the taxes. 

Sec 15. Be it further enacted. That for the encouragement and support of schools respectively 
established within the State, according to this act, there shall be appropriated, for that purpose, 

3 



34 THE EDUCATIONAL HISTORY OF IL.LTnOIS 

two dollars out of every hundred hereafter to be received in the treasury of this State ; also five-sixths 
of the interest arising from the school fund; which shall be divided annually, between the different 
counties of the State, in proportion to the number of white inhabitants in each county under the age 
of twenty-one years, after the next census shall be taken; until which time no such dividend shall 
take place. 

Sec. 16. This section provides that the state auditor shall issue his warrant upon the treasury 
on the first day of January- after the census shall be taken and every year thereafter, to the countv 
treasurers for the above funds. 

Sec. 17. This section requires the county treasurer to pay to the district treasurer of each law- 
fully organized district its share of the above fund, the amount to be determined bv the number of 
children under twenty-one and over five. But no school shall be entitled to any part of such appro- 
priation unless it has maintained a school for at least three months in the year for which the 
appropriation is made. 

Sec. 18. Be it further enacted, That the rents arising from the school lands in each township 
shall be collected by the trustees of such lands, and divided by them among such of the inhabitants 
of the township, as shall have contributed, by tax, subscription, or otherwise, for the support of a 
common school, in or near such towTiship, for at least three months within the last twelve months 
preceding the time of making such dividend: Provided, that such rents shall be divided among the 
inhabitants aforesaid, in proportion to the sums contributed by them to the support of such common 
school. 

Sec. 19. Provides that the auditor and secretary of state shall be commissioners of the school 
fund under the direction of the governor. 

Sec. 20. Be it further enacted. That it shall be the duty of the cashier of the state bank, to pay 
to the order of the said commissioners, or a majority of them, the amount of the school fund on deposit 
in said bank; and the said commissioners shall, forthwith, proceed to buy up, therewith, as large 
an amount of the bank notes of said bank as the same will purchase ; and the notes so purchased shall 
be by the said commissioners deposited in said bank, and the cashier shall give to the said commis- 
sioners a receipt therefor, and proceed to burn the same, in the manner and at the time prescribed 
for burning the ten per cent paid into said bank, which receipt the said commissioner shall present 
to the auditor of public accounts, who shall issue a certificate for the amount specified in said receipt, 
payable to the aforesaid commissioners of the school fund, in the legal currencv of the United States, 
which certificates shall be by said commissioners safely kept as an evidence of the claim of the com- 
missioners on the treasury of the State. 

Sec. 21. Be it further enacted. That it shall be the duty of the clerk of the countv commissioners" 
court of the several counties in this State, to make an abstract of the report of the trustees of the 
schools established, stating the number of children within each district, the number actually sent to 
school, the time a school has been kept in operation in each district, with an account of the expense of 
the same, and forward it to the Secretarv of State on the first da%' in December of each and everv year. 

Sec. 22. Be it further enacted, That it shall be the duty of the inhabitants of am- district, at 
their regular or called meetings, to make such regulations for building or repairing schoolhouses as 
they may think necessary, and for furnishing the schoolhouse with fire-wood and furniture ; they shall 
have power to class themselves and agree upon the number of da^-s each person or class shall work 
in making such improvements, and all other regulations that they may think necessary to accomplish 
such building or improvement: Provided, however, that no person shall be required to do any work 
or paj' for such improvements or wood, unless they have the care of a child between the age of five 
and twenty-one j-ears, or unless he shall attend the school for the purpose of obtaining instruction; 
and for any neglect or refusal to do such work, bv anv one of the inhabitants, according to this act, 
there shall be a fine for each day that they shall neglect or refuse to work of twenty-five cents. 

Sec 23. Provides that persons entrusted with the care of funds shall give proper bonds. 

Sec. 24. Be it further enacted. That whenever the tax is levied, according to the twelfth section 
of this act, in good merchantable produce, it shall be lawful for the trustees to make out a list, wath 
a warrant, stating what is to be collected in produce; and they shall have power to transfer the list 



THE EDUCATIONAL HISTORY OF ILLINOIS 35 

and warrant to any teacher or teachers that they may have employed, who shall have full power 
to collect the same; and if any persons shall refuse or neglect to pay their respective amounts, in 
produce, for two weeks after demanded, it shall be lawful to collect the same in cash: Provided, that 
whenever there is any disagreement about the price of any produce, offered in payment, it shall be 
the duty of each to select some disinterested housekeeper, to value the same, and if they can not agree 
it shall be their duty to choose a third, and their valuation shall be binding. 

An examination of this law reveals the fact that it contains all of the conditions 
necessary to make it a free-school law. It provides for a school S3^stem covering 
the entire State. It relegates to the past the old system of rates and supplies what- 
ever revenue is needed beyond the income from the school funds by a general tax 
levied upon realty and personal property and also upon persons. 

That Illinois was a pioneer in school legislation is evident from the fact that only 
in New England could such provisions for the support and control of popular educa- 
tion be found. Nor did Rhode Island drop into line until eighteen years later. In 
one respect Illinois surpassed them all, for it appropriated two per cent of all money 
received by the State treasury for the support of schools organized tmder the con- 
ditions of the law. This would have furnished about one thousand dollars a A'ear at 
first and if it had been retained would have supplied a large revenue in a few years. 

Governor Ford, in his history of the State, declares that schools sprang up in 
almost every neighborhood under the operations of this law. The Governor must 
have obtained an exaggerated idea of the efficiency of the law, for, if his statement 
is correct, there must have been a sharp decline immediately after. It is true that 
the essential features of a free-school law were soon repealed, but it is hardly probable 
that the people who had once experienced its advantages would so soon abandon 
the educational enterprise. Indeed, it could hardly be said that schools were any- 
thing like abundant thirty years later, when the law of '55 went into operation. 
Hon. Cyrus Edwards is authority for the statement that "very few schools were 
established in the manner required, and they never received the promised reward 
of the State aid." As this statement was made in a report to the Senate as early 
as December, 1836, it would seem to be worthy of confidence. W. L. Pillsbury, a 
most reliable authority, says: " Certain it is that the published reports of the Auditor 
and Treasurer do not show an}' payments for the support of schools in 1825 and 
1826. The law of January 22, 1829, repealing the State appropriation, appropriates 
the sum of twenty-five dollars for the school district in Johnson county and provides 
that all rights accruing under the act of 1825 shall not be affected by the appeal." 
This would seem to indicate that some districts may have acquired rights. 

Mr. Pillsbur}'" adds: " Not the least remarkable thing in connection with the law 
is that at the time it was passed it is not probable that five per cent of the inhabitants 
had come from States which had free-school laws, and that with two or three excep- 
tions the members of the legislature had come from the South. If we could get at 
the unwritten history of the passage of the law we should, I imagine, find that its 
passage was secured by strong personal influences, more potent in Vandalia with 
the small number that could be talked to face to face, than with the sparse and 
widely scattered people of the State at large in those days of few newspapers of 
short subscription lists, when travel was chiefly on horseback." 



36 THE EDUCATIONAL HISTORY OF ILLINOIS 



CHAPTER III. 

THE REACTIONARY MOVEMENTS AND THE DEVELOPMENT 
OF THE SCHOOL LAW UP TO THE LAW OF 184L 

AT last the new State seems to be committed to the pohcy of pubHc education. 
It would be interesting to know how the bill was pushed through the legis- 
lature. Many of its provisions were extremely liberal. It must have had 
some loj^al and energetic friends. The presence of the word "white" in the law 
suggests a social condition in the State which is full of interest to the student of 
history and which made the enactment of a free-school law a matter of great difficulty. 
Although it is aside from the main purpose of this history to discuss the topic, "Slavery 
in Illinois," with any fulness, it is fitting that it should receive at least a passing 
notice in order that frequent reference to negi-oes, b}" implication if not explicith^ 
in educational legislation shall be understood. 

The early settlers of the State were familiar with the "peculiar institution" for 
two reasons : many of them came from slave States and slaver}' was a feature of the 
early life of Illinois. A brief reference must suffice. 

Although Crozat, when appointed governor of Louisiana, in 1712, was granted the 
exclusive privilege of importing negro slaves from the Guinea coast, if he regarded 
their services as essential to the de^'•elopment of the new countr}', he did not avail 
himself of his high privilege. Such seeming humanity can not be attributed to any 
philanthropic theories which Crozat may have held, hence the traffic must have 
been dela\'ed for economic reasons. 

When the management' of the colony was transferred to the " Compagnie de 
rOccident," however, there was slight delay in utilizing the opportunity. Corpora- 
tions are not credited with souls, and a little short of two years after the transfer, 
on the sixth day of June, 1719, a century after a similar occurrence in Virginia, the 
first slave ship arrived from the Guinea coast with five hundred negroes. They 
were intended for the region below Natchez. This would have been a matter of 
comparative indifference to the people of the Illinois country perhaps, but it was in 
the same year that Philip Frances Renault started for this countrv with a force 
of two hundred workmen to develop the mines of the upper portion of Louisiana. 
Under the authority and patronage of the same organization he came by San Domingo, 
where he purchased five hundred sla^"es and brought them with him to work in the 
mines that were to be opened. These he brought into the Illinois country, for he 
located near Fort Chartres. This was the introduction of negro slavery into what 
was destined to be one of the great free States of the American Union. 

It will be remembered that in the Virginia cession to the United States, in 1784, 
of her claims to the Northwest Territory, it was decreed that the people of Kaskaskia 



THE EDUCATIONAL HISTORY OF ILLINOIS 37 

and the neighboring villages should be secured in all of their ancient rights and 
privileges. One of these they conceived to be the right and privilege to hold negro 
slaves. But that fatal clause in the Ordinance of 1787, prohibiting slavery and 
involuntary servitude, except as a punishment for crime of which the offender shall 
have been duly convicted, excited grave apprehensions. Governor St. Clair, how- 
ever, saw an eas}' way out of the difficulty. It was plain, to him, at least, that 
what was intended was the proscription of the further importation of slaves, not 
the emancipation of those already within the territory. In consequence the question 
was not agitated; masters were permitted to hold their slaves. 

At last, however, the silent section of the ordinance began to attract the attention 
of the lawyers. Governor Edwards, whose opinion as a lawyer was highly esteemed, 
interpreted it as prohibiting slavery but permitting the indenturing of negroes for 
limited periods. There were three territorial assemblies without legislation on the 
subject, but by 1803 it was clear that the law must intervene to regulate the relations 
of masters and slaves. A slave code was enacted which permitted a scheme of 
"indenturing" that substantially amounted to the legalizing of a system of slavery 
practically similar to that of the States of the south. It is true that the period of 
indenture was limited by law, but there was slight difficulty in its evasion. Ninian 
Edwards registered several slaves in strict accord with its provisions. The periods 
varied from fifteen to forty-five years. 

In 1818 the State was admitted to the Union with a constitution prohibiting 
slavery but retaining the right to "indenture servants." Encouraged by an appar- 
ent leaning to the proslavery view, that part}^ determined to secure a change in 
the constitution which should unequivocally recognize the institution. In conse- 
quence the succeeding six years were full of strife, and the matter was not finally 
settled until the defeat of the " Convention" party of 1824. It was many years, 
however, before the education of the negroes was seriously undertaken, and separate 
schools are still maintained in some portions of the State. 

As may be assumed, this bitterly fought battle left its animosities. It was but 
little more than a year after the defeat of the convention movement that the law- 
for free schools was placed upon the statute books. It is not strange, therefore, that 
the word "white" should find a place in the opening section of the act. It was a 
concession to the strong proslavery sentiment of the legislature if it were not a uni- 
versal sentiment. 

Section twelve reveals the extremely conservative action of the Assembly with 
regard to local taxation. One-half per centum of the taxable property, even with 
a liberal assessment, would return only a small fund for educational purposes. The 
'privilege of paying the tax in good, merchantable produce is an interesting com- 
mentary on the quantity of the circulating medium, and the absolute limitation of 
the tax to a ten-dollar maximum in any case, indicates with what a small beginning 
the educational propaganda was obliged to content itself. 

Section fifteen was an astonishingh' liberal provision of the law. Although it 
would have yielded but a small aggregate then, if a provision for one-fifth as much 
could have been retained in the law permanently it would have been a material 
improvement upon present conditions. 



38 THE EDUCATIONAL HISTORY OF ILLINOIS 

But the General Assembly could not have foreseen the character of its immediate 
successor. It paid its respects to the law of "25 in a most unequivocal way. A 
strong reactionary tendency developed and it resulted in a savage attack upon the 
law of 1825. The essence of a free-school law is its provision for raising revenues 
for the maintenance of schools. However elaborate the other features may be, they 
are of no avail unless there is behind them an energy which supplies the means for 
carrying them into execution. But there is the point at which the public feels the 
pinch of authority. It follows as a matter of course that the sections providing for 
separating people and their money will be the first to feel the effect of the opposition 
of the conservatives. 

Section three of the amendments of 1827 permitted the legal voters of any school 
district, at their regular meeting, to exercise their discretion as to whether the whole 
or only one-half of the sum required to support a school in such district should be 
raised b}' taxation. 

Section four marked a more ignoble retreat from the principle of free education 
at public expense. It was there provided that " No person shall hereafter be taxed 
for the support of any free school in this State unless by his own free will and consent, 
first had and obtained in writing. Any person so agreeing and consenting shall be 
taxed in the manner prescribed in. the act of which this is an amendment." Only 
those consenting to be taxed were to be permitted to enjoy the privileges of the 
schools without the permission of the trustees. 

Such a provision was a sufficient excuse for the disaffected to withdraw their 
support from the schools. It was not possible to maintain anything approaching 
an efficient school system on such terms. The cause of popular education was thus 
embarrassed and delayed. Children were growing up in ignorance and the develop- 
ment of the State was being retarded by so penurious and misguided a policy. 

The sixth General Assembly at one fell stroke repealed the fifteenth, sixteenth 
and seventeenth sections of the act of 1825. Turn back to the law and see what 
this action means. The fifteenth section appropriated two dollars out of every hun- 
dred received in the treasury of the State for the purpose of maintaining schools. 
It further appropriated the interest arising from the school fund. The sixteenth pro- 
vided for the issuing of the auditor's warrant for these funds to the county treasurers. 
The seventeenth directed the count}^ treasurers to pay these funds over to the dis- 
trict treasurers. * Such legislation paralyzed all effort toward the support of public 
schools. The sixth General Assembly made it the duty of the Count}^ Commis- 
sioners' Court "to appoint some good, competent and responsible person of the 
county to act as commissioner and agent for the cotmty " in the sale of public lands. 
Here is the officer who finally developed into the County Superintendent of Schools. 

B}- reference to the act of 1825 it will be seen that if there were am' income from 
the sale of the school lands in a township the interest on the fund might be divided 
among those who had subscribed for the support of schools. The act of 1833 provided 
that if the school commissioner had any such monev in his hand on the second Mon- 
day of the following November, and if such money were not needed for the pay- 
ment of the expenses of the survey and sale of school land, it might be divided 
among teachers who had conformed to the following conditions : 



THE EDUCATIONAL HISTORY OF ILLINOIS 39 

The teachers were to call together their employers on the first Saturday in May, 
or, if school began later, then within a month after the beginning of school. These 
emjDloyers, upon their meeting, were to select three persons to act as trustees of schools 
until the following November, when they were to retire and be succeeded by others 
similarly chosen. These trustees were to have charge of the schools and were to 
require the admission to free tuition of children whose parents or guardians were 
unable to meet the necessary expenses of instruction. Immediateh^ after the close 
of October, or at the close of his school, if completed earlier, the teacher was required 
to submit to the school commissioner a schedule indicating the attendance at his 
school and especialh' of those who were authorized to receive free tuition. This 
was to be certified to by the trustees or by five of his employers. The commissioner 
was then authorized to make a distribution of the distributable fund, although no 
part of it was to reach back previous to the last of the preceding April. Any balance 
due the teacher was to be paid by his employers. 

Another interesting feature of the same law was a provision permitting school 
commissioners to lend any available funds to residents of the districts who were 
financially responsible, to the amount of two hundred dollars, for the purpose of 
building schoolhouses. 

The ninth General Assembly, in session December 1, 1834 — February 13, 1835, 
seems to have determined to atone for the folly (?) of the sixth. It provided that 
the undistributed interest should be added to the principal up to the close of the year 
1833. It further provided that the interest on the college and seminary fund should 
be distributed along with the interest on the school and township fund on the first 
Monday of January annually. The apportionment was to be made on the basis 
of the population under twenty years of age. This fund was to be distributed 
among teachers as provided by the eighth General Assembly, with the proviso that 
no teacher shoiold receive more than half due him from this fund. If any remained 
after such distribution it was to be reserved as a county fund. This was the origin 
of that particular fund which subsequently became a source of revenue for the 
schools. 

The legislature further provided that the entire fund should be loaned to the 
State to meet current expenses and that the State should pay interest upon it at 
the rate of six per cent per annum. It is needless to say that the State still remains 
a debtor to the fund, but pays the accumulating interest annually. 

Some gain is therefore scored by the legislation of 1835. The earnings of the 
school fund are again available for the support of teachers so far as they will go. They 
are far from sufficient, however, to maintain a system of public schools, and the 
income must be very materially augmented by subscription or tuition. Before 
leaving this legislature it should be further credited with a repeal of the section pro- 
viding for gratuitous instruction of children whose parents or guardians were unable 
to furnish it for them. One does not linger over these records with any especial 
degree of State pride. 

At the second session of the ninth General Assembly the existing act was so 
amended as to provide for a semi-annual distribution of the county and township 
fund instead of annualh' as before. 



40 THE EDUCATIONAL HISTORY OF ILLINOIS 

In 1836, under the leadership of President Jackson, the government was fur- 
nished with a larger revenue than was necessary for the administration of public 
affairs. The stu-plus was returned to the States in 1837 and was set aside as a school 
fund to be knoMT.1 as " The Surplus Revenue Fund." In accordance with its custom 
and its needs Illinois turned the fimd into the State treasury and arranged to pa}^ 
interest on it at the rate of six per cent. 

The year of grace 1841 witnessed another elaborate effort of the General 
Assembh- to produce a school law. It ended with a law of one hundred and 
nine sections. The enacting clause ran as follows : 

"Section 1. Be it enacted b)^ the People of the State of Illinois, represented in 
the General Assembly : That for the purpose of establishing and sustaining common 
schools throughout the State, and taking care of and using the resources of the 
State held for purposes of education, the following sections and provisions shall take 
effect as the law of this State on the first day of Juh' next . ' ' 

The first division related to common school lands — their protection and pres- 
ervation. These lands were to remain under the superintendence and care of the 
count}' commissioners. It was the duty of the commissioners to appoint three 
trustees in each township for a term of four years. It was the duty of the trustees 
to appoint a treasurer who should also be their clerk. It was their further duty to 
be the legal custodian of all real estate, personal property or mone}' belonging to 
the township. All monej-s coming into their hands were to be paid over to the school 
commissioners of their respective counties, to be applied to the support of schools. 
All school lands were to be protected against trespass. 

The second and third di\'isions provided for the election of school commissioners 
and for the sale of school lands. A school commissioner was to be elected in each 
county on the first Monda}- in August for a term of two }'ears. He was to give 
bond in a sum not less than twelve thousand dollars. His duties, as specified in 
some thirty-two sections, were to sell school lands, loan school funds and applv the 
income upon township funds for the support of schools. 

The fourth division applied to the organization of schools and the application of 
interest. All income from township funds was to be applied to the support and 
maintenance of common schools organized and kept according to law. 

It was made lawful for associations of inhabitants to acquire land, not exceeding 
ten acres, to build schoolhouses for common schools, to convey the same to the 
trustees to be held in perpetuity for the use of the association. 

As many common schools could be organized and kept in operation in each dis- 
trict as the inhabitants desired, and each teacher was entitled to an equal portion of 
the district fund according to the time and number of scholars taught. 

The manner of managing the school was very simple. The employers of the 
teacher were to meet within ten days after the beginning of the school and select 
three of their number as trustees. These trustees could be authorized to take charge 
of the school. It was necessary to have a new set each year. 

It was necessary for the teacher to keep a schedule in order to determine the 
distribution of the fund. He certified to his schedule, and his trustees did the same. 
The funds were paid out half }-early on the first Mondays of Jani:ar\- and July, no 



THE EDUCATIONAL HISTORY OF ILLINOIS 41 

schedtile reaching back more than six months. If the township was not organized 
the schedule went to the school commissioner, who paid the teacher. The employers 
of the teacher determined his compensation and were bound to pay their due pro- 
portion of the same. The whole process was very simple, but it was not a free 
school. 

The fifth division provided for the incorporation of townships. At an election 
called and held by the trustees of school lands appointed by the county commis- 
sioners' court, the people determined the question of incorporation. If the decision 
were affirmative, five trustees were elected as successors of the trustees of school 
lands. The}^ were st^ded "Trustees of Schools" and had general charge of the 
schools of the township. They were authorized to examine teachers, or have them 
examined, and to grant certificates if found competent. Such certificates were neces- 
sary^ in order to draw public money. 

The common school fund was defined as in the earlier laws. The interest was 
apportioned annually among the counties, by the auditor, on the basis of the number 
of white inhabitants twenty A'ears of age and under. Where the teachers had been 
paid by the employers the money was held for their use; otherwise the money was 
paid to the teachers by the school trustees or the county .commissioner. Any 
excess of funds was added to the principal. 

Where districts were laid off, directors, three in number, were elected for a term 
of two years. Their duties were similar to those of present directors except with 
regard to the levying of taxes. 

This law is mainly interesting for what it omits. Nowhere is there an}^ provision 
for local taxation. We have seen that the previous laws rendered it possible to 
levy local taxes where the communit}^ was so disposed. Even that possibility 
disappears from the law of 1841. 



42 THE EDUCATIONAL HISTORY OF ILLINOIS 



CHAPTER IV. 

THE MOVEMENT TERMINATING IN THE FREE-SCHOOL 

LAW OF 1855. 

WITH the growth of the State, and especially as settlers came from the New 
England and Middle States, where school sentiment was strong and 
where schools were popular, active interest in public education began to 
manifest itself here and there. As early as 1833, in the month of February, an 
educational convention assembled at the capital of the State, which was then the 
modest village of Vandalia. This is regarded as the pioneer effort of its kind. It 
was an attempt to discover existing educational conditions and to improve methods 
of instruction, to awaken public interest in popular education and to secure suitable 
legislation looking toward the organization of a worthy free-school system. 

The Sangamon Journal, of February 22, 1834, reports a meeting for the promo- 
tion of a movement to secure a State superintendent of public instruction. About 
the same time the eminent Professor J. B. Turner, of Jacksonville, engaged in an 
active campaign in the interests of the free-school movement. Smith's "Student's 
Histor)^ of Illinois" furnished interesting information which its author has collected 
from various sources and credit for which is acknowledged herewith. The legis- 
lature was to meet in the following December, and a few zealous friends of education 
were making extraordinary efforts to secure amendments to the emasculated school 
law. For this purpose another educational convention was planned for the State 
capital, which was to meet just before the assembling of the legislature. Prominent 
among these workers was Rev J. M. Peck, the editor and publisher of The Pioneer 
and Western Baptist. That he had been laboring with the members of the General 
Assembly in advance of the corning session seems to be indicated b}- his statement 
that during the campaign most of the candidates had expressed themselves as 
entirely favorable to the enactment of a proper law. 

The second meeting of the educational convention was held in Vandalia just after 
the opening of the session of the legislature. Hon. Cyrus Edwards, brother of Ninan 
Edwards, was chosen chairman of the meeting, and the secretary was no less a per- 
sonage than Stephen A. Douglas. Mr. Edwards was a member of the Senate and a 
considerable number of the legislators participated in the proceedings of the meeting. 
An address to the people and a memorial to the General Assembly were agreed upon. 
Four measures were discussed, and a bill embod^dng them was prepared and 
introduced by Hon. W. J. Gatewood, senator from Gallatin county. These measures 
were a system of taxation, a method of securing ciualified teachers, a scheme for 
suitable supervision of schools, and for the proper distribution of school funds. 



THE EDUCATIONAL HISTORY OF ILLINOIS 43 

There were reasons for anticipating a successful outcome to the campaign for 
education on the part of the devoted enthusiasts who had been giving their time and 
effort to the cause. The newly elected governor was the same Joseph Duncan who, 
as a member of the State senate, had introduced the bill for the school law in 1825, 
and had worked it through the Assembly. He had now served seven years in Con- 
gress and had just resigned his office to assume the duties of governor. His devotion 
to his official cares had been so marked that he had not come home to conduct his 
campaign, but had trusted to the assistance of the press and the postofifice, thus 
furnishing the only instance in the history of the State of a candidate for that office 
who had voluntarily absented himself from a field in which matters of such personal 
pith and moment were at stake. He had very recently been honored by an act of 
Congress, which authorized the President to present to him and to each of certain 
other officers a sword, "as a testimony of the high sense entertained by Congress of 
the gallantry and good conduct displayed in the brilliant and memorable defense 
of Fort Stephenson," in the war of 1812, in which he had risen to the rank of lieuten- 
ant although a very young man for such a responsibility. When elected to the senate 
in 1824 he was a major-general in the Illinois militia. 

A majority of the senate were old members, but the two already mentioned were 
there for the first time. The new members of the house included a few men who 
were destined to prominence in the subsequent history of the State, while there was 
one among them whom the Muse of History was to place among the immortals. 
Jesse K. Dubois and Jesse B. Thomas, Jr., are familiar names to those who have 
read the annals of Illinois, while Abraham Lincoln's fame transcends the limits of 
all states and nations. 

Mr. Lincoln had expressed himself upon the subject of education two years and 
more earlier, in a communication dated " New Salem, March, 1832," and published 
in the Sangamon Journal on the fifteenth of the same month. It begins as follows: 

Fellow Citizens; Having become a candidate for the honorable office of one of your representatives 
in the next General Assembly of this State, in accordance with an established custom and the prin- 
ciples of true republicanism, it becomes my duty to make known to you, the people whom I propose 
to represent, my sentiments with regard to local affairs. 

After declaring himself in favor of opening good roads, of building a railroad 
from Springfield to the Illinois river at a cost of S290,800, and of enacting a law 
setting a limit to usury, he adds: 

Upon the .subject of education, not presuming to dictate any plan or system respecting it, I can 
only say that I view it as the most important subject that we as a people can be engaged in. That 
every man may receive at least a moderate education, and thereby be enabled to read the histories 
of his own and other countries, by which he may dul}^ appreciate the value of our free institutions, 
appears to be an object of vital importance on this account alone, to say nothing of the advantages 
and satisfaction to be derived from being able to read the Scriptures and other works, both of a 
religious and moral nature, for ourselves. For my part I desire to see the time when education, and, 
by its means, morality, sobriety, enterprise and industry, shall become much more general than at 
present, and I should be gratified to have it in my power to contribute something to the advance- 
ment of any measure which might have a tendency to accelerate the happv period. 

Mr. Lincoln was defeated in the campaign of 1832, but he was elected in 1834, 
1836, 1838 and 1840. The chances are ten to one that he was present at the Vandalia 



44 THE EDUCATIONAL HISTORY OF ILLINOIS 

educational meeting, although there seems to be no record of the event. The ninth 
General Assembly certainh' did much to atone for the folly of the sixth, but it did 
not rise to the occasion, for it failed to proA^de the one essential thing — a sj^stem 
of taxation for the support of schools. 

The bin introduced by Senator Gatewood had certain interesting features. It 
provided for a real public school system and included in its scope a plan for a Normal 
school in each county. Many years later a similar law was passed, but only three* 
counties ever availed themselves of their privilege — Peoria, Bureau arid Cook — 
and two of them abandoned the project entirely after a few years and the other 
sun-endered its school to the city of Chicago. But any scheme looking to an 
increase in taxation was doomed at its inception. The portion of the population 
especially desirous of developing the school came for the most part from the east, 
and the antagonistic element from the south. The latter was the stronger and was 
successful for many years more in maintaining the polics' of conservatism. 

The organization of "The Illinois Teachers' Association," which took place at 
Jacksonville, in September, 1836, in connection with the commencement exercises 
of Illinois College, was another movement toward the perfecting of a propaganda 
to forward the public school interests. The place and time betray the presence of 
Professor Turner and his ardent zeal, although the main credit is assigned to Rev. 
John F. Brooks, of Springfield. It held four annual meetings and then gave up the 
ghost, to be resurrected some twelve years later. 

Shortly after these events the first school journal made its appearance under the 
name of The Common School Advocate. Its publishers were E. T. and E. Goudy, 
Jacksonville. Its columns contained early suggestions of the importance of electing 
a State superintendent of public instruction. 

A bill to make the office of county superintendent elective was introduced into 
the legislature of 1839, but it was defeated, as was a bill for the creation of the office 
of State superintendent, which was ridiculed as an attempt to secure a schoolmaster- 
general. The attempt to secure a favorable public opinion was not abandoned, for 
in 1840, in Springfield, " The Illinois State Education Society" was organized and it 
petitioned the legislature to consider again the creation of the office that had been 
laughed out of court. 

In 1845 the law received some material amendments. It was a real advance 
upon the law of 1841. 

1. It provides for a State superintendent of common schools, although he is only 
an ex officio officer, the Secretary of State being authorized to act in that capacity. 
Unsatisfactory as was the outcome of the campaign for this amendment a genuine 
advance is scored. 

2. It provides for the election in every county of the State of a school commis- 
sioner who shall be ex officio superintendent of common schools in his county. One 
of his duties is the examination of persons desiring to teach a common school and the 
granting of certificates to those found competent. Such certificates were necessary 
to enable one to draw public funds. 

* The school at Peoria was reallv the onlv one established under the law. 



THE EDUCATIONAL HISTORY OF ILLINOIS 45 

3. All text-books must be in the English language, which must be the language 
of common communication in the schools. 

4. Trustees are authorized to purchase school libraries and real estate for school- 
houses. 

5. On the first Saturday of May the legal voters ma}' meet together and deter- 
mine whether they will levy a tax for the support of schools, for the building and 
repairing schoolhouses, or for other school purposes. If two-thirds vote for the tax 
the}^ shall agree on the amount to be raised, not exceeding fifteen cents on the hun- 
dred dollars. 

Illinois had now been a State in the Union for twenty-seven years, yet public 
sentiment had not yet developed to the point of making a tax for common schools 
compulsory. A good start had been made in 1825, but the succeeding legislature 
repealed nearly all of its good features, and in the twenty years since little of value 
had been accomplished. 

The law of 1845 required on the part of the teachers a knowledge of reading, 
writing, arithmetic, geograjDhy, grammar and history of the United States. It was 
soon discovered that these requirements were far too high, and many districts were 
deprived of the school fund because they could not procure teachers having the 
legal requirements. In 1847 the law was so amended as to permit teachers to 
indicate which of these subjects the}^ regarded themselves qualified to teach and so 
undergo examination in those only. Thus early in the development of the school 
we find the principle of specialization beginning to appear, but from necessity rather 
than from choice. The requirement for a two-thirds vote for taxation was also 
modified by a substitution of a majority of all of the voters of the district. But this 
increased the difficulty, for all measures looking to taxation could now be defeated 
by mere absence from the elections. The persistent opposition to local taxation 
seems difficult to understand in the light of our modern system. 

In 1849 the former qualifications of teachers were restored, but subject to the 
will of directors, and the local tax was limited to twenty-five cents on the hvmdred 
dollars, while incorporated towns were allowed to lev}' fift}'. In 1851 the limit was 
further raised to one dollar, but it still depended upon an election, and although' 
the taxable property of the State amounted to $100,000,000, the whole amount 
of local tax raised in 1852 was but $51,000. The Secretary of State, ex officio 
State Superintendent, reported that in no case had the possibilities of the law been 
utilized. 

Reference has been made to the efforts of educational and other organizations to 
aft'ect legislative assemblies in the interests of improved schools. These movements 
were headed by men who had the best interests of the State at heart. Their devotion 
to the reforms that they were struggling to promote was thoroughly disinterested. 
Among the most conspicuous was John S. Wright. For fifteen years he was closely 
identified with the movement that culminated in the law of 1855. As publisher of 
The Prairie Farmer he had the readiest access to the farming community and he used 
his opportunity wisel}^ The valuable amendments to the school law already noticed 
as embodied in the act of 1845 were made possible in largest part through his in- 
fluence. He called a State convention of school people who met in Peoria in 1844, 



46 THE EDUCATIONAL HISTORY OF ILLINOIS 

and who issued a memorial upon the subject of Common School Education. A copy 
is in possession of the State Department of Education, and it is of greatly added 
interest because it contains the name of the estimable Dr. Calvin Gowdy, a member 
of the General Assembly and later a member of the Board of Education of the State 
of Illinois, the governing body of the Illinois State Normal University. He was 
always an enthusiastic advocate of popular education at public expense. 

This memorial is worthy of careful preservation and its main features are pre- 
sented herewith. It pra}'s the legislature to so modify the school system as to 
provide for a State superintendent, appointed by the governor; a county superin- 
tendent, at first appointed by the count}- commissioners and afterward by the town- 
ship trustees ; the organization of the townships as school units with a board of three 
trustees, elected by the people and made supervisors of schools under the direction 
of the county superintendents ; distribution of the income from the school funds to 
the counties on the basis of population ; the placing of school funds in the hands of 
the county superintendents ; the district plan now in use with its directors, and espe- 
cially the power of taxation for school purposes. 

These recommendations are interesting as showing the influences that were at 
work to secure the school law of 1855. _ 

Following the recommendations was an earnest plea for their enactment into a 
law. Regarding existing conditions the memorial says: "Our schools, eAddentlv, 
are not what they should be. There is a listless apath}- concerning them, more to 
be deprecated than fier>- opposition, reigning supreme throughout the State. We 
need the adoption of some measures that shall arouse us from this death-like stupor, 
that shall infuse vigor into the frame and induce to healthy, steady, persevering 
action." 

Seven pages are devoted to the argument for the State superintendent. It is 
profitable reading. We have little appreciation of the labor reqtiired to bring an 
efficient pubhc-school system into being. That there was strong opposition to the 
office appears b}- implication in every paragraph of the discussion. 

Realizing the wretched condition of the teaching force in many schools the memo- 
rialists urged the examination and licensing of teachers to be lodged in the hands 
of the county superintendent. The argument for such an officer was as cogent 
and should have been as convincing as for the State officer. In the majority of 
instances the examination of candidates for certificates was the merest form. A 
verified instance, occurring as late as 1862 and coming under the knowledge of the 
writer, illustrates the thoroughness (?) of the method. The teacher had been at 
n-ork for some time without a certificate, when the superintendent, a lawyer, happened 
to come to town to conduct a law suit. The teacher saw his opportunity and em- 
braced it. "Look me in the eye," said the examiner. "Tell me, upon your honor 
as a man; can you make eggnog?" The candidate was equal to the occasion. 
"Well, Mr. Superintendent, I never done it, but I've saw it did." " My friend," 
said the lawyer- superintendent, "your case is a little doubtful, but well follow the 
suggestion of the law and give you the advantage of the doubt." 

The memorial strongly ad\'ocated the election of a township supervisor. If the 
General Assembh- halted before the proposition to have a State superintendent and 



THE EDUCATIONAL HISTORY OF ILLINOIS 47 

a county superintendent it is easy to tell the fate of their suggestion. Their argu- 
ment was unanswerable but was, for Illinois, a century ahead of time. 

The memorial cautiousl)^ approached the essential feature of any free-school 
system. A quotation will reveal the current opinion of the time with regard to it: 

We come to consider, finally, the one great requisite of the proposed plan — taxation. Each of 
the parts is considered essential, yet they are but machinery to work this result. We come out frankly 
and boldly and acknowledge the whole system — every effort is intended only as a means of allure- 
ment to draw the people into the grasp of this most awful monster — a school tax. 

But start not back in alarm. After all hfe may not be so terrible as some have perhaps imagined. 
Used with skill and judgment and no other power can accomplish what he will; no other can work 
such changes in your common schools, and it is in vain that we attempt to dispense with his ser- 
vices. All experience throughout the Union is in favor of his employment. We do not, however, 
propose coercing any to employ him who prefer to let him alone. All that we ask is to give those 
permission to use him who feel so inclined ; and others, when they witness his subordination, and 
power to work for the cause of education, will doubtless desire themselves to try his services. 

The memorial then pleads for such an amendment of the law as will permit 
school units to pass upon the question of taxation by a popular vote and impose 
taxes if a majority so decide. It is b}^ such historical material that the opposition to 
taxation for school purposes is revealed and that the forty-years' fight for the prin- 
ciple is disclosed to the modem reader. 

Enough has been said to give a correct impression of the character of the memo- 
rial. It converted the governor with respect to one of its contentions, and at the 
next meeting of the General Assembly it was enacted that the Secretary of State 
should be ex officio superintendent of public instruction. Although that officer was 
to receive no extra compensation for the increased duties of his office it was worth 
something to have the people become accustomed to the name. There was a report 
concerning the condition of education in the State, and its revelations did some- 
thing toward the acceleration of the development of a public-school sentiment. It 
was signed b}^ John S. Wright, of Cook county, D. J. Pinkney, of Ogle county, and 
H. M. Wead, of Fulton county. 

On March 1, 1848, Horace S. Cooley, Secretary of State and ex officio State 
Superintendent of Common Schools, issued an appeal in behalf of the interests that 
had been added to his regular duties. It was little enough that he could accomplish 
in a matter that was at best but a side issue, yet he endeavored conscientiously to 
give an impulse to the movement that was beginning to penetrate the consciousness 
of the public. 

His appeal is addressed to the citizens of Illinois. He declares that "It is an 
incentive to our renewed action in the cause of common schools, to know that we 
may, with just pride, confidently anticipate, as the results of our well-directed 
efforts, a permanenth^ established system of popular education in our State, not 
to be exceeded in its usefulness by that of any State in the Union, and that a growing 
public interest in the importance of a properly organized system of schools is daily 
made manifest. The people in different portions of the State are becoming awakened 
to the manifold duties which press upon them in the advancement of this cause; 
and an emulation, each to exceed the other in the establishment and perfection of 



48 THE EDUCATIONAL HISTORY OF ILLINOIS 

schools, at the present time prevails, which is destined to prove irresistible to every 
obstacle. The zeal and determination of our citizens, which proclaim that at no 
distant day our magnificent State shall be second to no one in this respect, justif}- 
the conviction that no individual can be found in our community, who, if sensible 
of his ability, will withhold his personal efforts, or decline to become a champion in 
such an enterprise. " 

When we realize that seven years were yet to pass before the General Assembh' 
could muster friends enough to free public schools to secure the law of 1855, Mr. 
Cooley's estimate of public opinion seems rose-tinted. 

A ftu-ther quotation will reveal the purpose of the "appeal." He says: "It is 
not improbable that many of our citizens, whose efforts are due to the public in the 
promotion of this cause, permit themselves to remain passive, from the impression 
that the exertions of any one individual can be of no particular service ; and that this 
delusion permits them to look with faith and admiration upon the good deeds of 
others, while no good work- proceeds from themselves. The following suggestions 
are ventured for the purpose of removing this fatal fallacy and to present the initia- 
tive to personal, individual action; and to urge upon all persons that they 'Begin — 
begin somewhere,' and without delay, in their efforts to establish a uniform sj^stem 
of public instruction in our State." 

Mr. Cooley had already issued a brief circular in which he had invited such per- 
sons as were interested in common schools to assemble in the various counties of 
the State for purposes of consultation with. him and for a free interchange of opinion 
and for the utilization of the ideas of value that should develop in these conferences. 
As might be expected he found that his other official duties did not permit him to 
carry out his suggestion. He therefore submitted for the consideration of his fellow 
citizens certain propositions, in the hope that they would awaken the interest and 
active cooperation of the people. He therefore urged most earnestly the united 
effort of practical men ever5^where in the State in erecting upon a permanent basis 
a plain, practical system of common schools. 

He declared that "the great fundamental principle of this action should be, that 
our schools he free to every child {native or adopted) in Illinois. Free as the genial 
showers and sunshine of heaven. That unrestrained access to free instruction be 
the mystic influence which shall cheer the present and succeeding generations 
' upward and onward' m their search after knowledge. 

" Illinois at the present time, in the establishment of her system of schools, is far 
in advance of any of the States at a similar period in their histor}-. But the advances 
which other States have made, and the advance which they must 3^et make to reach 
a contemplated perfection, speaks to us in a 'prophet's voice' (which should banish 
all apath)^) of the services demanded of us in producing the ultimate destiny of 
common schools in Illinois.'' The fervor of Mr. Cooley's sentences indicates that 
his heart is in the enterprise. 

He submits some statistical information of historical interest. In 1845 there were 
about 384,000 persons in the State under twenty years of age, and consequently 
entitled to share in the school funds. He estimated that 250,000 were of the proper 
age to attend school. On the basis of forty children to a schoolhouse, six thousand. 



THE EDUCATIONAL HISTORY OF ILLINOIS 49 

two hundred and fifty teachers in six thousand, two hundred and fifty schoolhouses 
were needed to furnish the needed instruction. From his estimate it must be in- 
ferred that the towns were few in nvimber and that the graded-school idea had not 
as yet had much of a development anywhere, with the possible exception of the 
city on the lake. 

The report of the previous superintendent, Thomas Campbell, the first superin- 
tendent of public instruction, contained returns from btit fifty- seven of the counties, 
the remaining counties neglecting or refusing to report. From these counties the 
statistics for the rest of the State were averaged. On this showing there were perhaps 
three-fifths as many schools as were needed to accommodate the children. But in 
the same counties there were but thirteen hundred and twenty-eight schoolhouses. 
Applying the method of averages as above, this would show about two thousand in 
the entire State. From the reports contained in county histories, and these reports 
are presumably accurate, many of these buildings were nothing more than rude 
structures of the cheapest description. Mr. Cooley assumes that there were about 
one-fourth as many as were needed. He appeals to the patriotism and pride of the 
people to free themselves from so disgraceful a condition of indifference and neglect. 

He calls attention to the utter inability of the Secretary of State to discharge in 
auA' efficient way the duties of superintendent of public instruction because already 
loaded down by the duties of his office. The salar}^ was barely what is now paid to 
a stenographer, yet it was expected that he could discharge the duties of two offices, 
either one of which merited a man of superior abilities. Respecting the duties of 
the superintendent he writes as follows: "He should be required to visit every 
county in the State and deliver familiar lectures, and furnish instruction relative to 
the application of our school law, the proper organization of schools, the improve- 
ment in schoolhouses, the classification of pupils, and qualifications of teachers. He 
should assist in the proper application of school money and in forming associations 
of teachers and the friends of education in different portions of the State, and urge 
upon them frequent meetings in contiguous districts and counties; he should render 
all possible assistance to teachers and school officers to enable them to discharge their 
duties with efficiency, and receive reports from county officers of schools, and make 
his reports to the legislature, which should be virtually a report to the people of the 
entire State." Who will say that Mr. Cooley did not have a very definite idea as 
to the possibilities of the office that had been thrust upon him as a side issue, and 
as an answer to the appeals of the educational people? 

As foreshadowing the prominence of women as teachers, and as an early appear- 
ance of the movement for Normal schools, the following further quotation is 
interesting: "We have, during the past year, been favored with the presence of a 
number of excellent and well-educated female teachers, who were sent to our State 
under the patronage of a society in another State ; and we have noticed with pleasure 
that these teachers have been properly appreciated by our community, and placed 
in charge of well-filled schools and have successfully discharged their duties as 
teachers with fidelity, efficiency and to the satisfaction of the public. At a time 
when the demand for qualified instructors is increasing in our State (which demand 
is a cheering evidence of the awakening interest of our people to the subject of edu- 

4 



50 THE EDUCATIONAL HISTORY OF ILLINOIS 

cation) it would be a suicidal policy which would reject the proffered services of 
well-educated, experienced and trustworthy teachers. Yet I am impelled by a 
sense of justice to the known intelligence and peculiar qualifications of the citizens 
of our own State and to the inestimable opportunities for education presented in 
the colleges, seminaries and schools of Illinois, to repeat my former suggestion of 
the importance that our common zeal to promote this cause (of popular education) 
should be directed to the proper education of teachers in the colleges, seminaries 
and schools in our own State. That, although compelled to rel}' upon teachers from 
abroad for present purposes, we should not depend tipon importations from other 
States to stipply our future demands. Our own native-taught teachers are adapted 
to the wants and peculiarities of our western institutions, and possess peculiar 
qualifications for adopting a course of instruction and discipline in accordance with 
the known wishes of the community. In providing systematic measures for the 
promotion of the intelligence of the coming generations of Illinois, we should not 
be unmindful of our Paramount dtity to secure the thorough qualification of our own 
citizens, male and female, in tJie art of teaching." The italics used in the foregoing 
quotation are supposed to express the emphasis which the writer desired to employ 
with regard to this particular suggestion. 

Superintendent Coole}' called attention to the section of the school law directing 
him to recommend the most approved text-books, maps, charts and apparatus, and 
urges uniformity in their use. He declared that he had found this more embarrass- 
ing than any other act connected with his official duties. The General Assembly 
seems to have appreciated the delicac}' of the task, since they promptly relieved the 
office of that dut}', out of the kindness of their hearts and the possible suggestion 
of publishers that mav not have been getting their fancied share; He did recom- 
mend those prime old favorites, however, so familiar to the last generation, and 
that now decorate the curiosity-shop comer of Normal School libraries — Mc- 
Guffy's readers, Sanders' spelling book, Butler's grammars, Mitchell's geographies, 
Raja's arithmetics or Emerson's, and Goodrich's or Grimshaw's history of the United 
States. 

On January 12, 1849, Superintendent, or rather. Secretary of State Cooley, sub- 
mitted to the governor the annual report of the condition of schools in Illinois, 
About three-fifths of the counties reported. When we remember that there was no 
penalty for not reporting, and that several of the officers upon whom the law placed 
the duty of collecting statistics received no compensation of any kind for their labors, 
the showing is not so bad. Because of the neglect of so many count}^ superintendents 
to report, the figures given for the whole State have a doubtful value, as they are 
estimates upon the probable conditions as inferred from the reports sent in. 

No other columns so accurately express the conditions of the schools as those set 
apart for the averages of county salaries. Schuyler has the distinction of leading the 
list in the salaries paid to men — S30 — while Crawford, Richland and St. Clair 
touch the $20 mark, for women. At the other end of the row stand Shelby, with 
an average of $10 for men, and Cook and DeKalb with $6 for women. The average 
for the fift3'-eight counties reporting is $16.56 for the men, and $8.62 — about half 
as much — for the women. This means about four dollars a week for men and two 



THE EDUCATIONAL HISTORY OF ILLINOIS 51 

for women. We have seen that Cook county paid her women but $6 a month, but 
she graciously did a little more than- twice as well for the men, as they were paid $13. 

Sixty-one counties reported 1,937 schoolhouses, bai-ely half enough for the 
accommodation of the children. Hundreds of these buildings were of the poorest 
quality, not even affording protection from severe weather. In the great majority 
of cases the furniture was of the rudest character, the methods of heating were 
barbaric, and the only method of ventilation was that afforded by the bad work- 
manship of the builder or by the destructive operations of the elements. Large 
numbers of them were mounted tip on posts and the wind had free passage under 
the floor and often through it. The wandering swine sought shelter in these hos- 
pitable quarters and mingled their complaining voices with those of the children at 
their a b c's just over their heads. The fleas, that manifest so extreine a fondness 
for the companionship of this species of animal, often endeavored to improve their 
opportunitie-s by invading the schoolroom and adding to the liveliness of pioneer 
experience. When an old settler dwells with fond remembrance upon the delights 
of "the good old times," it is in marked evidence that human nature is disposed to 
forget the disagreeable and cling to the agreeable experiences of life. 

The amount raised b}^ ad valorem taxes shows the widest variation. Since the 
tax was not compulsory there were counties in which not a penny of revenue was 
raised in that way. The gross amount for the counties reporting was less than 
$25,000. The whole number of pupils enrolled was about 50,000 and the number 
of teachers reported at about 2,500. 

The law of 1845 helped the cause significantly b}^ providing for the office of State 
Superintendent of Schools, even though the duties were added to those of an already 
overburdened State officer, for there was now a voice that could speak with authority, 
and that could therefore command the attention of the people. The same thing 
can be said of the count}^ superintendency. Among the whole body there were sure 
to be several who would be active in organizing meetings, in contributing articles 
to the press, and in illustrating in their own counties what could be done even under 
such unhappy conditions. They served to swell materially the sum of the influences 
working toward the coming law. 

And now appears upon the scene the Constitution of 1848. The fact that it was 
to last but twenty-two years indicates its character. It was a most interesting 
exhibition of an attempt to incorporate into the organic law of a great State a most 
illiberal and parsimonious policy. It was conceived in a spirit of ultra-conservatism 
and apparently with an e3'e single to retrenchment. It shows how little compre- 
hension the convention had of what was waiting Illinois in the way of development. 
In the attempt to reduce current expenses to the lowest living possibility it overdid 
itself, and necessitated the most original and ingenious schemes for evading the 
constitution in order that the machinery of government might be kept in motion. 
The salary of the Governor was fixed at $1,500; of the judges of the supreme court 
at $1,200, and that of circuit judges at, $1,000. Think of the State Treasurer and 
the Secretary of State being obliged to subsist on $1,200 each and the members of the 
General Assembly as compensated at the rate of $2 a day for the first forty days and 
at $1 a day thereafter. Such a scheme of compensation may have had one thing 



52 THE EDUCATIONAL HISTORY OF ILLINOIS 

in its favor — it redvtced the sessions of the Assembly to fort}' daj's. The total 
per diem of the members for the first session under the new constitution was less 
than $15,000, and this included the mileage also. The possibilities of construction 
of the law are indicated by the fact that the same body under the same organic act 
voted to itself for the session of 1869 $206,181, more than thii'teen times as much. 
The number of constitutional lawyers 'must have had a remarkable increase in the 
intervening years. 

As in the Constitution of 1818, there was no reference to education. The word 
can not be found in the instrument. There was a Declaration of Rights, containing 
twent}'-six sections, btit one will search in vain for the declaration of the right of the 
children to be educated at public expense. The glowing words of the Ordinance of 
1787 had not yet awakened an echo in the hearts of the people. But important 
events are at hand. The young man who acted as secretary at the first educational 
meeting, at Vandalia, in 1834, has become the most conspicuous political figure in 
Illinois. The following year he was a member of the lower house of the General 
Assembh". Later he was successively Secretary of State, an associate justice of the 
supreme court of the State, twice a member of the lower house of the National 
Congress and was now serving his first term as United States Senator. By the 
most skilful management he had succeeded in canying through Congress against 
the bitterest opposition the bill for the granting of public lands to the Illinois Central 
Railroad. The generosit}' of the nation made the construction of this road possible 
and made Illinois the center of interest to a large number of highh' intelligent and 
enterprising men in the Eastern States. They sought their fortunes in the new Eldo- 
rado and brought with them their advanced ideas with regard to popular education. 

Add to the character of the new immigrants the influence of an awakening press 
that is always so potent in shaping public sentiment. The teachers also soon had 
an organ in the field that gave material assistance to the cause — The Illinois Teacher. 
It was abh' and aggressively edited, at:id furnished a center of influence around which 
school men could gather and make themselves felt. School conventions multiplied 
and protested against the shameful inactivity of the legislature. The election of 
1852 resulted in the selection of Joel A. Matteson as governor. In his inaugural 
address he made a strong plea for a common school s}-stem commensurate with the 
dignity of the State. But taxation was a hateful word to large numbers of the 
people. To deprive one of any part of his estate, even b}' law and for the purposes 
of popular education, seemed to them lo do violence to the principle of private 
property. Ii:i consequence, the legislature of 1852 did. nothing. Anticipating an 
extra session in 1854, a teachers' convention met at Jerseyville, in which several 
adjoining cotmties were represented, and another representing the whole State met 
in Bloomington. Their utterances were scattered broadcast over the State. The^' 
stitick a responsive chord ai:id even the members of the General Assembly were 
finally aroused. The GoA-enior included the desired measures in his call for the extra 
session, and in Febiaiary, 1854, the legislature passed the bill authorizing the separa- 
tion of the office of superintendent of public instmction from that of Secretary of 
State. The new officer was directed to report to the next legislature a bill which 
should pro^'ide for the education of all of the children of the State. 



THE EDUCATIONAL HISTORY OF ILLINOIS 53 

On account of an error of dates in the bill it became necessary for the Governor 
to appoint a superintendent to serve until the next general election, in 1856. On 
the fifteenth of March, 1854, he selected for the position Ninian W. Edwards, a son 
of that Ninian Edwards who was for nine j^ears territorial governor of Illinois and 
for four 5'ears governor of the State, beginning with 1826. He at once entered upon 
the duties of his office and on December 10 submitted to the Governor his first 
report as Superintendent of Public Instruction. 

This report is replete with interesting material. The school, college and seminary 
fund now amounted to $951,504.07. This yielded a distributable fund of $54,711.49, 
to be divided among the counties in proportion to the number of persons under 
twentj^-one years of age. The income from the county and township fund increased 
this amount to a total of about $196,000 for the year 1853. The sum raised by an 
ad valorem tax for the same year in ninetj-seven counties was something less than 
$43,000, most of which was appropriated to schoolhouses, sites, furniture, etc. 

Reports were received from only seventy-nine counties with regard to schools. 
In these counties there were 4,215 schools, of which 2,492 were taught by males 
and 1,157 b}' females. The remainder were taught by both. The average compen- 
sation for males was $25 and of females $12. One hundred and thirty-six thousand, 
three hundred and seventy-one children attended school, which was about one-third 
of those of school age. The average number of months of school was six. The 
total amount expended for schools was $308,385.52. This statistical information 
is followed by an earnest plea for the adoption of the bill submitted with the report, 
in accordance with the report of the General Assembly. 

The following are the main provisions of the bill submitted to the General 
Assembly, for its consideration, by State Superintendent Edwards. The first twelve 
sections provided for the election of a State superintendent of public instruction on 
the first Monda}^ of November, 1856, and biennially thereafter, and prescribed the 
duties of his office. 

The next thirteen sections related to the election and duties of the school com- 
missioner, who was to be the county superintendent of schools and who was to serve 
for two years. The only change of importance suggested was the election of the 
school commissioner by the boards of education in the county. 

Nineteen sections were deyoted to township boards of education. Quite a radical 
departure was here suggested from the existing law. It was proposed to constitute 
a board of education consisting of five members with two-year terms, instead of three 
trustees as provided by the existing law. The following duties were to devolve 
upon this board: 

First. They shall establish a stifficient number of common schools for the educa- 
tion of every individual person over the age of five and under the age of twenty-one 
in the township, and shall make provision for continuing such schools in operation 
for at least six months, and longer if practicable. 

It will be observed that the word "white" does not appear in this section. 

Second. Suitable buildings suitably furnished, and supplied with fuel are pro- 
vided for. These were to be subject to the rules, regulation and control of the 
county convention described later. 



54 THE EDUCATIONAL HISTORY OF ILLINOIS 

Third. They shall have supervision of the schools, which one or more of their 
number must visit at least once a month, the result of the visit to be recorded. 

Fourth. They shall appoint all teachers, fix the amount of salaries, and may 
dismiss them for proper reasons; they shall determine the course of study and may 
suspend or expel disorderly pupils. 

Fifth. They shall have the power to establish schools of different grades in the 
township and assign the scholars to these different schools. If scholars could be 
more conveniently instructed in other schools, their tuition shall be paid by the 
township but shall not be more than in schools of the same grade in the township. 

A unique feature of the S3^stem proposed by Superintendent Edwards was a 
County School Convention and Teachers' Institute. It was to consist of the mem- 
bers of the boards of education of the several townships of the county, and was to 
meet at the county seat biennially and elect some person of literary and scientific 
acquirements and of skill in the art of teaching, who should be a resident and legal 
voter of the county, as school commissioner and superintendent of schools for the 
county, and who should be commissioned b}' the Governor. He was to be ex officio 
president of the convention. 

These conventions were to have power to organize in their respective counties 
teachers' institutes for the instruction and improvement of teachers, and the pro- 
motion of the common schools of the count3^ The}^ were to constitute a general 
clearing house in the matter of relations between the township boards of education 
and the school commissioners and they were to have the power to appropriate money 
to carry out their measures. They were also to be able to meet at other times, as 
they might see fit, as well as in their biennial assembly. 

They were also to be authorized to appoint two competent assistant examiners 
to aid the county commissioner in the discharge of his duties as examiner of candi- 
dates for cerfificates, and were also to be permitted to prescribe the qualifications 
for teachers suitable for the different grades of schools to be established, and the 
requisite acquirements of each grade and the branches of learning necessary for each 
teacher of such grade to be examined in and to be qualified properly to teach. 

For the support of schools Superintendent Edwards proposed a direct tax of 
such a number of mills on each dollar as the legislature might direct, which should 
be added to the interest on the existing school fund and should be distributed to 
the counties on the basis of the number of white children under twenty-one years of 
age, with the provision that one-tenth of one mill of the tax should be expended by 
the State Superintendent for books and apparatus to be distributed to the schools. 

For the supplementing of the funds as above provided so that schools shall be 
supported for the education of all of the children, each township board was to be 
authorized to lev}' a sufficient tax to meet all necessities. 

The school commissioners were to be compensated by a percentage of the money 
passing through their hands. Schools for persons of color were to be entitled to an 
amount equal to that collected from such persons. The other recommendations 
were in substance the same as in the existing law. 

. These suggestions were a radical departure from the law then in force. Some of 
them might well be incorporated into the present law. They indicated an appre- 



THE EDUCATIONAL HISTORY OF ILLINOIS 55 

ciation of the needs of the schools and of plans that would work their very material 
betterment. 

In support of his bill Superintendent Edwards made a vigorous and effective 
argument. He declared that " Government is bound, solemnlj^ pledged, to look to 
the matter of education! Our children have a right to demand it on the ground of 
solemn engagement ; and if we neglect it the curses of future ages must rest upon us. 
And to make it sure, it must not be left to chance nor to private enterprise ; it must 
be absolutely secured by timely and judicious legislation. It is cheaper to sustain 
schools than poorhouses and courts and prisons. 

"I can not too strongly urge the importance of making education free, alike to 
the rich and the poor. The system which provides for the education only of the 
poor is necessarily unsuccessful. It has ever been, and ever will be, regarded as a 
part of the pauper system; and in a country like ours few will consent to appear on 
the pauper list. 

" The only way to bring in the children of the poor is to bring them in on the 
same footing and on terms of equality with those of the rich. Make the schoolroom 
just as free and as much common property as our public highways and the air we 
breathe. Let the poorest child feel that he has as much right to be there as has the 
child of the millionaire, and that the only distinction known is that of merit, and 
then you will reach the poor, while no injury will be done to the rich." 

Sentiments of this character are now regarded as a matter of course. Unfortu- 
nately they were not so regarded at the time they were written. The free public 
school is now so firmly entrenched in the framework of the social order that it is 
not easy to appreciate the long and disheartening battle that its friends were obliged 
to wage before victory crowned their efforts. 

One can not but admire the high intelligence of Superintendent Edwards as 
indicated by the provisions of the bill which he submitted to the legislature. He 
recommended certain features which educational reformers have persistently attempt- 
ed to have introduced into our school law. If these measures had only met the 
approval of our legislators in 1855, Illinois would long since have been in the front 
rank of educational States. Unfortunately some of the follies of the act of 1825 were 
perpetuated and now are so strongly entrenched in our school system as to make 
their removal well nigh impossible. One of these proposed features was a State 
tax of sufficient magnitude to secure to all counties a sum sufficient, with what it 
was possible to add by local taxation, to insure good schools for all of the children. 

Another provision of the bill was an efficient system of supervision. After more 
than fifty years we have not yet approximated the recommendations of Superin- 
tendent Edwards. His scheme for a county convention of which the county com- 
missioner should be president looked toward the organization of a body of professional 
teachers through the work of the convention and of the institutes that should be 
managed in connection therewith. 

He also proposed to make the township the unit of school organization. He 
realized the folly of the multiplication of school officers, as is exhibited in the present 
district system. More piinters' ink has been spent in denunciation of that top- 
heavy and inefficient relic of a primitive system than of any other feature in our 



56 THE EDUCATIONAL HISTORY OF ILLINOIS 

legislative crazy-quilt that we call the school law. There are counties in Illinois 
having more than eight hundred school officers. Thus far every effort toward the 
township system has been met by the stern disapproval of the people. What but 
a passion for office-holding can explain the stubborn tenacity with which we cling 
to the district SA'Stem! 

Although there was no provision in the bill looking toward a Normal school, 
Superintendent Edwards sounded the key-note of a chorus in which the educa- 
tional voices of Illinois were soon to join. He says: "I can not too strongly urge 
the importance of a State Normal School, the object of which will be to elevate the 
profession of a teacher and place it on a level with the other learned professions. 
For all of the other professions, arts, and trades, schools have been established. 
Then why should the teaching profession, one of the most important of them all, 
be neglected? In this Normal school I propose to provide for a practical educa- 
tion, in which shall be included not only what is included in a common-school 
course, but a practical knowledge of the sciences in their application to the ordinary 
pursuits of life. Such an institution should be located on a tract of land large 
enough for a fair application of the science of agricultural chemistry and vegetable 
phj'siology, and also for a botanical garden. Such an institution, under the direc- 
tion of a well-qualified superintendent, would not only send forth a host of efficient 
teachers for our common schools, but would send forth a flood of light to the 
people, and produce the most happy results in the ordinary pursuits of life. To 
this school vast numbers of pupils might be transferred by the various township 
boards, where their education would be as well perfected as in the best colleges, and 
where they would be eminently and especially fitted for the noblest of professions— 
that oi teachers of youth.'' 

Enough has been said to indicate the ardor and faithfulness with which Superin- 
tendent Edwards discharged the duty imposed upon him by the General Assembly. 
It now remains to show the result of his labors as indicated by the school law of 
1855 as it came from the hands of the legislature. It had passed "the Senate with 
but three dissenting votes. In the House it was once defeated, but was saved by a 
reconsideration in which many desirable features were sacrificed to secure its final 
passage. Btit there was at last a provision for a State tax for schools; local com- 
munities could now tax themselves at their pleasure, and a free school was provided 
for every district and for six months in every 3'ear. 

The first eleven sections related to the superintendent of public instruction. His 
election was on the Tuesday after the first Monday in November, 1856, and every 
two years thereafter. He gave bond to the amount of twenty-five thousand dollars. 
He was to keep an office at the seat of government, file all papers properly, pay over 
all money that came into his hands, counsel and advise with experienced and practi- 
cal school teachers, supervise common and public schools, advise county commis- 
sioners, issue circular letters from time to time containing practical advice with 
regard to the general administration of educational affairs, visit every county in 
the State at least once during his term of office and deliver a public lecture to the 
teachers and people of every county. In addition he was required to report to the 
Governor, biennially, elaborate school statistics ; to make rules and regulations for 



THE EDUCATIONAL HISTORY OF ILLINOIS 57 

carrying into effect the provisions of this act, and interpret the law for the county 
commissioners, such interpretation to be final unless otherwise directed by the 
legislature or reversed by a court of competent jurisdiction. He was authorized to 
direct any school officer to withhold funds from any officer, township or teacher who 
should fail to conform to the requirements of the law. For his services he was to 
receive a salary of fifteen hundred dollars a year and such contingent expenses as 
were necessary for the management of his office. 

Fourteen sections related to the office of school commissioner. He was to be 
elected at the same time as the State superintendent and for the same term. The 
following is a brief summar}^ of his duties : Must give a bond of not less than twelve 
thousand dollars; must keep careful accounts with common- school lands and all 
loans of school funds ; he shall be the custodian of the bonds of the township treasurers 
and shall turn over to them all funds and papers relative to the township schools; 
he shall apportion the distributable funds to the townships and fractional townships 
on the basis of the number of white children under twenty-one 3^ears of age returned 
to him; he shall loan all funds not distributable, shall report to the State superin- 
tendent the facts needed for his report, shall visit and supervise schools, examine 
candidates for teaching, and perform certain other functions for the securing of 
reports and for the protection of the school funds. The compensation of the commis- 
sioner was three per cent for the sale of school lands, two per cent for the distribution 
of funds, and two dollars a day for visiting schools not more than fifty days a year. 

Each congressional township was established a township for school purposes. 
Its business was to be transacted by three trustees, elected on the second Monday 
of January biennially. Their duties were not especially different from those of the 
same officers under the present law. 

It will be remembered that Superintendent Edwards warmly recommended the 
adoption of a township system instead of a district system of organization. The 
General Assembly, evidently, could not be induced to think favorably of such a 
scheme. The district svstem comes as near affording an opportunity for office- 
holding to every citizen as any office-lover could devise. It was saddled upon 
Illinois most effectually by the act of 1855, and all the subsequent struggles for 
relief from its ridiculous conditions have been unavailing. Two sections were 
enough to accomplish it. They made it the duty of the legal voters in each school 
district to elect, bienniall}^ on the first Monday of October, three directors. They 
were given power to purchase school libraries, and it was their duty to establish a 
sufficient number of common schools for the education of every individual person 
over the age of five and under twenty-one in their respective districts. They were 
directed to make the necessary provisions for continuing such schools in opei-ation 
for at least six months, in each year and longer if practicable. " The}^ shall cause 
suitable lots of ground to be procured and suitable buildings to be erected, purchased 
or rented for schoolhouses, shall supply the same with furniture and fuel, and make 
all other provisions relative to schools which they may deem proper. They shall 
exercise a general supervision over the schools of their respective districts, and shall, 
by one or more of their number, visit every school in the district at least once a 
month, and shall cause the result of such visit to be entered on the records of the 



5S THE EDUCATIONAL HISTORY OF ILLINOIS 

board." They were authorized to appoint teachers, tix salaries, dismiss for cause, 
determine the course of stud>', and suspend or expel pupils for cause. The}' were 
the legal custodians of all books bought or donated, but were not permitted to pav 
a librarian. 

Teachers \\-ere to be equipped with certiticates that ^^•ere good for two ^-ears and 
were of but one grade. The subjects of examination were spelling, penmanship, 
reading in English, arithmetic, English gi'ammar, modem geography and the history 
of the United States. Satisfactory certificates of good moral character were required. 
E\-ery school was to be for the purpose of teaching the branches of an English edu- 
catiot-i, although foreign langtiages might be taught. Teachers were required to 
keep and return schedules as in the earlier laws. 

The law provided for a townshi]") treasurer whose duties were substantially the 
same as under the present law. The most sigiiiticant changes in the law were in 
sections 67, 69, 70 and 71. The first of these sections required the levying of a 
two-mill tax on aU the property of the State, to be collected and paid into the treasury 
of the State as all other taxes were levied and collected for State pui-poses. The 
distributable fund now consisted of the proceeds of the two-mill tax, six per cent 
interest on the school, college, and seminary fund and on the surplus reA'enue fund, 
and on any other fund that has been or may be received from the United States by 
the State for the uses of common schools. 

The distribution of these funds was to be made by the State Auditor on the first 
Monday of January in each year, on the following basis: Two-thirds of the two-mill 
tax went to the counties in proportion to the ntmiber of white childi-en under twentv- 
one: the income on the land fund was distributed on the same basis; the remainine 
tliird was distributed according to the niimber of townships and parts of to^wnships 
in each county. 

Section 7U required the lev}-ing of a tax for an amount which, added to the 
amount otherwise received, should keep in good condition and operation in each 
township a sufficient number of schools to accommodate all of the children during 
the ensuing year. 

Section 71 authorized the lev}-ing of a tax for the erection of schoolhouses, the 
purchasing of school sites, or for the i-epairing and improving of the same, and for 
procui-ing furniture, fuel, and school libraries. 

It will be observed that the word "white" still adonis the statute books. Sec- 
tion S4 proA-ided that in toAAriships where there are persons of color the board of 
educatioii shall allow such persons a portion of the school fund equal to the amount 
collected from such persons in their respective townships. Since such persons were 
not large taxpayers it is not probable that any considerable sum was returned to 
them. Why they should be deprived of their share of the income from the school 
fund does not appear. The\- were counted in the enumeration by which the fund 
was distiibuted and the to\\-nships received the benefits. There is no provision in 
the law forbidding their attendance at an}- common school, but it is altogether prob- 
able that there might as well have been. 

These are the main, new provisions of the school law of 1S55. It rinall}- recognizes 
the dut}- of the State to pro\-ide free schools for all white children within its limits. 



THE EDUCATIONAL HISTORY OF ILLINOIS 59 



CHAPTER V. 
EARLY TEACHERS AND EARLY SCHOOLS. 

BEFORE attempting to trace further the development of the school law let us 
turn to the beginnings of education in Illinois and pay our respects to the 
pioneer teacher and the pioneer school. Education is about the last thing to 
which the ordinary historian turns his attention. The events of the school are so 
unobti-usive and commonplace that they do not furnish material for the annalist. 
One may turn the pages of many volumes devoted to the pioneer life of a people 
and find but little in the way of enlightenment respecting the educational methods 
and facilities of the times of which they treat. Here and there, in the report of a 
school-teacher or in the columns of a long-suspended newspaper, in the reminiscences 
of an old settler or the accumulations of a gatherer of antiquities, an interesting and 
valuable bit of information may disclose itself among the rubbish. As to its relia- 
bility there is no method of determination. If it should happen to be merely the 
invention of some gossipy newsmonger it may answer its purpose. It is not a great 
matter anjnvaj^ 

In the Illinois School Report for 1883-4, Dr. Samuel Willard, a most charming 
chronicler, published a brief history of Early Education in Illinois. Dr. Willard 
will himself be the subject of a sketch in a later portion of this history, but it may 
be said of him, in passing, that he is one of the honored veterans of the brotherhood 
of schoolmasters. He was the first teacher of history in the Illinois State Normal 
Universit}', and when Chicago was only a big, blooming village on the lake he became 
the teacher of the same subject in her first high school. 

Dr. Willard was a diligent searcher after facts, and his high repute as a student 
of history is a voucher for the accurac}^ of his statements, or, perhaps it should be 
said, for the accuracy of his report of what he was able to discover in the way of state- 
ments in early records. Free use is made of this article and a large acknowledg- 
ment is here made. Later writers have made free use of his material. 

One John Seeley is credited with the honorable distinction of having taught the 
first American school in Illinois. The scene of his labors was in Monroe county. 
Smith's "Student's History of Illinois" awards the honor to Samuel J. Seeley, and 
locates him at New Design, although Dr. Willard is cited as the authority. His 
schoolhouse was the abandoned cabin of some restless pioneer and the date was 
1783. It is not probable that the news of the peace of that j^ear between England 
and the colonies penetrated to his remote home in time to instruct his pupils about 
it at that term of school. His successor was Francis Clark, the following year, and, 
still later, an Irishman named Halfpenny. He is said to have taught for many 



60 THE EDUCATIONAL HISTORY OF ILLINOIS 

}'ears, engaging in the milling business meamvhile. It would be interesting to know 
what his term fees were, what books were used and what his gross per diem was. 

John Doyle, one of Clark's army of conquest, returned to the scene of his mili- 
tary glor}' and engaged in the less spectacular employment of school-teaching. It is 
quite possible, however, that he had experiences with his schools that reminded him 
of the early martial happenings, for school-teaching in those days was not infre- 
quentl}- a strenuous calling. He taught school for several years in the last decade 
of the eighteenth centur}- in Randolph count\\ One can easih' imagine him 
recounting to his flock the many vicissitudes of the historic campaign against Kas- 
kaskia. There was no more tr\'ing march in the entire war than the traversing of 
that inhospitable wilderness to Kaskaskia and the return to Vincennes. The next 
school loio^^na was in 1S12. In 1S16 a Mr. Davis, an old sailor, also tavight in the 
county. There is also a record of a school near Sparta in 1821. 

Madison county had its first school on the edge of the great American Bottom, 
in 1S04. The teacher, John Bradbury, is said to have been ' faithful but not learned. ' 
John Atwater opened a school near Edwardsville in 1S07. He came from Massa- 
chusetts and gained a reputation as a good teacher. Six Mile had a school in 1805." 

John Messenger taught a school in 1804 near Shiloh, in St. Clair county. He 
^^•as a surve}"or by profession and tatight onh- an e^'ening" school. He was the man 
who drew the map of Illinois, Icnown as Peck and Messenger's. John Bradley 
taught a school in the same count}- near or at Turke>- Hill. The first schoolhouse in 
the county was built at Shiloh, in 1811. These recoi-ds appear in the county his- 
tories and are pi^esumably accurate. 

In those days the schoolhouse. like the settler's house, was built of logs. It 
is not probable that the first schools were housed in buildings intended for their 
exclusive use. An old smokehouse that had outli^•ed its usefulness for the purpose 
for Avhich it was erected occasionally did service. The absence of a window would 
be something of a drawback, but the open door would do fairly well. A corn-crib 
or a stable, or a house that had been abandoned because it would no longer afford 
shelter to a family, was better than nothing. An instance is recorded of a school 
being driven out of a former dwelling by the vermin that the mo^-ers had not taken 
with them. Any biiilding not otherwise preempted that wotild shut out the severe 
weather Avas utilized in the absence of a schoolhouse. The courthouse, when not 
required for the uses of the magistrates, was sometimes rented to the school, an 
instance occuiring in 1833 when the sheriff was directed b}' the County Court to 
tuni it OA'er to the school authorities at a rental of 50 cents a month. 

The following description, by no means strange to many now liA'ing, Avill illus- 
trate the method of preparing and furnishing a schoolhouse far later than the time 
that Illinois was still a territory : 

For the first schoolhouse the settlers met ^\^th a yoke or two of oxen, -v-^-ith axes, a saw and auger; 
no other tools were necessary, although a tool for splitting out clapboards was desirable. The first 
settlements were never in the open prairies, but alwa^-s on the skirts of timber land or in the woods ; 
the schoolhouse had the same location. Trees were cut from the public lands; rough-trimmed and 
unhewn they were put together to make a log house, generally sixteen feet square ; a hole was cut on 
one side for a door; a larger hole on the other side to allow the building an out-door chimnev. The 



THE EDUCATIONAL HISTORY OF ILLINOIS 61 

roof was made of clapboards, roughly split out, which were held in place by "weight poles," laid on 
the ends of the clapboards and secured by pins or otherwise. Three or four days' labor might be 
enough to do all of this and to add the chimney and the furniture ; the walls and roof, with a fairly 
numerous company, would require but the second day. Generally such a house had not an atom 
of iron in its structure; all was of wood and stone. We read of one made of gum logs, which sent 
out sprouts and twigs after it was built ; of another that was used without door or window or "chinking." 

The next step was ' ' chinking and daubing. ' ' The spaces between the logs were filled out with 
chips and bits of wood ; the clay or surface mud was daubed upon this filling, both inside and outside, 
until all openings were closed, and light and weather excluded. Not unfrequently this work would 
be done by pupils and teachers. On at least one side the space between two logs would be left open 
to admit light; and this window would be closed with greased paper to exclude the rain and snow, 
or a plank or hewed ' ' puncheon ' ' might be hung to act as a shutter. Sometimes a few small panes of 
glass would be set in the opening. A schoolhouse in Schuyler county in 1835 had leather flaps for 
shutters. It is noted as a great rarity that a schoolhouse in Edwards county had a real glass window 
as early as 1824. Sometimes no opening was left, or it proved insufficient, and part of the roof was 
left movable so as to be raised on dark days. The door was made of clapboards or of slabs split thin 
and put together with wooden pins; and it was hung on wooden hinges that creaked distressingly. 
Generally the floor was the natural earth ; or perhaps a layer of firmer clay was laid and packed down 
hard. Sometimes a floor of puncheon (logs split and hewed somewhat smooth on the inner side) 
was laid: such a luxury belonged to the more ambitious houses. One old man remembers such a 
floor in the schoolhouse of his early days, set up so far from the ground that the pigs occupied the 
under space, and, as he humorously says, raised sometimes a racket and sometimes the floor. 

A ceiling under the roof was another luxur}'. If miade, more clapboards stretched from joist to 
joist; or, at least in one case, bark from the linden tree was used, and earth was spread on this to 
keep out the cold. The chimney was large, six feet or more in width, set outside the house; it was 
even made so wide as to occupy all of one end of the house. Sometimes there was no chimney; a hole 
was left in the roof in Greek and Roman fashion, and a board was provided to be set up on the wind- 
ward side of the opening, and shifted from side to side as the wind might vary. The chimney was 
built of small poles, and topped out with sticks, split to the size of an inch or two square, laid up in 
log-house fashion and chinked in with mud. Inside a liberal bank of sod was laid up to protect its 
woodwork from the fire; with great labor, oftentimes, stone was procured for that purpose. We read 
of a house which had a ceiling with a chimnev starting from the joists, and thus built inside of the 
house; this gave access to three sides of the fire. Stones or logs were used for andirons; a clapboard 
was the shovel; tongs there were none. The fire must be kindled with flint, steel and tinder, or coals 
must be brought from the nearest house. Firewood was cut four feet or more in length, and was . 
generally green, fresh from the woods. 

If a schoolhouse of this pattern were destroyed by fire, the men of the commtanity 
would assemble and build another within the limit of two or three da^^s. No issue 
of bonds was necessitated; not a penny would be spent. Travelers through the 
South may discover plenty of similar schoolhouses to-day. 

The imagination will easily supply the furniture for such a schoolhouse. Split a 
log as near the middle as possible ; hew off the splinters ; bore four holes at the proper 
angle and drive in the legs ; saw off to suit the taste of the teacher — not the pupils. 
When writing — a late occupation in the curriculum — was on the program a desk was 
needed. Long pegs were driven into the walls and a puncheon was supported on 
them, the pupil facing the wall. A sorry wit described the seats set in front of 
these slab desks as like those in a railway car — "springy and reversible"; the pupil 
did the springing and reversing. 

"There were no blackboards, of course; no wall maps; generally no teachers' 
table or desk; probably he had a split-bottom chair, entirely of oak. A pail of 



62 THE EDUCATIONAL HISTORY OF ILLINOIS 

water, or a 'piggin' of water, with a gourd instead of a tumbler or mug, was an 
essential part of the furniture ; it was a reward of merit to be permitted to go to the 
spring or well to fill the bucket or piggin." 

It goes without sa}-ing that there were schools during all of these seemingly 
sterile years. Doubtless many were growing up in illiteracy, but not all parents were 
regardless of the interests of their children. The writer Icnew not a few men, of con- 
siderable local prominence, in the early fifties, meia who had acciimulated property 
and who transacted bttsiness of no small magnitude as stock and produce farmers, 
who signed their names by touching the end of a penholder. The}^ were educated 
by the experiences of life, but the}- knew nothing of bo6ks. There had been no school 
in their neighborhood Avhen they were gi'owing up, so they missed the kind of train- 
ing, that it gives. 

Man}- teachers were titterly tmfit for the work which they attempted. It was 
found necessary to scale down the legal requirements occasionalh* or else to ignore 
them altogether in order to get an}- kind of a teacher. But not all of the men and 
women that came into the wild ^A-ere ignorant. Once in a while immigrants of 
excellent scholarship would seek their fortunes in the new State and would serve 
the public in the winter as teachers of the children. Surveyors were in demand 
and the}" would la}- aside the transit and the chain in the season when iheir work 
was of necessit}- at a standstill and would tr}- their hands at keeping school. One of 
the earl}- teachers was a doctor who used the front part of his house for a school- 
room. As he had no suitable tumiture the children brought their own. When 
his professional duties were in demand his mfe divided her time between the school- 
room and the kitchen. It was not uncommon for the local clerg}-man, where there 
was one, to do something in the wa}- of instruction. 

There was a class of teachers, not }-et extinct, who farmed in the summer and 
taiight school in the T\-inter. And their services are not to be estimated lightly. 
J\Iany of them did good work. An occasional adventurer turned up, A^-ho may have 
left his countr}- for his country's good, and excited some little surprise b}- his sviperior 
scholarship and b}- his success in the schoolroom. One teacher in Shelb}- count}- 
was the postmaster and earned his mail in his hat. It was not an anticipation of 
free deliver}-, for people got their mail when they met him on the street or modestl}- 
knocked at the schoolhouse door and called him out. A farmer in Effingham countv 
cleaned up an old stable and installed an ambitious lad of twelve as a teacher and 
advertised the merits of his institution as a sort of educational emergenc}- hospital. 

The use of intoxicants was so common that it was not a A-er}- tmusual event for 
a school to be dismissed for a da}- on account of the indisposition ( ?) of the teacher. 
Not A-er}- much was thought of such occasional lapses at a time when whisk}- was 
in demand for ever}- secular gathering. It mtist ha-\-e been counted among the 
mechanical powers for it was regarded as indispensable for a bani-raising. Few 
farmers attempted to harvest their small grain without having an abundant supply, 
and a common question by a harvest hand when his services were solicited and the 
per diem compensation was specified, was, " Do you luraish whisk}-?" The writer 
remembers a most devout and zealous clerg}-man whose fondness for it sometimes 
proved to be a painful embaiTassment to his congregation, because of his non- 



THE EDUCATIONAL HISTORY OF ILLINOIS 63 

appearance at the hovir set for divine service. He was freely forgiven, however. 
Under such conditions of the social conscience the teacher might occasionally step 
aside from the straight and narrow path of strict sobriety and yet retain the public 
confidence. It is said that the second school in the State was a failure on account 
of the drunkenness of the teacher, and Dr. Willard quotes the story of a St. Clair 
county teacher whose hobby was bookkeeping, when he was sober, but who devoted 
himself to discipline when he was a little the worse for his cups, and who then regu- 
larly and impartially flogged the whole school. This was not always the last of it, 
for indignant parents sometimes took a hand in the proceedings and a fist fight was 
the result. The modern statement that it takes an "all-around" man for a school- 
teacher was equally true in the times now under consideration. 

The standard of literary qualifications was low. Little beyond the three r's was 
expected, and if a candidate showed proficiency in them or even in two of them he 
was very welcome. The laws quoted indicate the method of selection. A teacher 
who was asked for a definition of orthography replied that his education was con- 
fined to the common branches, and another received a certificate because he could 
spell "phantasmagoria," a puzzler which one of the committee had been saving for 
a supreme occasion. 

As quotations from the session laws have indicated, these early schools were 
usually the result of the private enterprise of the teacher. They were either purely 
subscription schools or were paid for in part out of the income from the school funds. 
A rate was made per pupil or there was a lump price for the teaching of a specified 
number for a specified time. The rate varied from one dollar to two dollars and a 
half a month. Illustrations of the lump deal are found in contracts that were made 
to teach forty pupils for six months for one hundred dollars. "Boarding round" 
was a familiar feature of the contract. As has been seen, payment was often made 
in produce at the market price and this was strictly according to the statute. A 
case is cited from Perr}^ county in which the teacher agreed to receive his pay in 
cattle, mink skins and fence rails. 

"Father" Roots, of Tamaroa, of whom the reader will hear later, furnishes a 
sample case of a teacher's contract with his patrons: 

Articles of agreement, drawn this 2oth da}^ of May, 1833, between Allen Parlier, of the County 
of Washington, and the State of Illinois, of the one part, and we, the undersigned, of said county 
and State, witnesseth, that the said Parlier binds himself to teach a school of spelling, reading, writing 
and the foregoing rules of arithmetic, for the term of three months, for $2 per scholar per quarter 
for three months ; said Parlier further binds himself to keep good order in said school, will teach five 
days in each week, all due school hours, and will make up all lost time, except muster days, and will 
set up with twenty scholars, the subscribers to furnish a comfortable house, with all conveniences 
appertaining thereto, the school to commence as soon as the house is fixed. 

N. B. — Wheat, pork, hogs, beeswax, tallow, deer skins, wool and young cattle, all of which will 
be taken at the market price, delivered at my house at the expiration of said school, day and date 
above written. . 

(Subscribers' names.) Allen Parlier. 

When a teacher had made a formal contract to " keep good order" as a condition 
of remuneration it will be seen to be a vital feature of his obligation. If he should 
employ rigorous measures in order to carry out the conditions of his contract it will 



64 THE EDUCATIONAL HISTORY OF ILLINOIS 

not be an occasion of surprise. Corporal punishment was in common use in the 
home and its emplovment in the school excited no opposition. It was the readiest 
means of securing prompt obedience and ordinarily excited little ill will on the part 
of either the parents or the pupils. 

What books were in use in these early schools? First and most conspicuous for 
the beginners was the blue spelling-book edited by Webster. It was in common 
use within the period covered by the memory of the writer of this record. It is not 
only a spelling-book but it is at the same time the application of a pedagogical theory. 
There are few people who have crossed the three-score line who have not had a prac- 
tical application of its method. It began with the alphabet, which every pupil was 
required to learn as a condition of further progress. The logic of the situation was 
simple enough. Words are made of letters; how can one hope to get on who does 
not know them? Therefore, learn the letters. The alphabets were followed by 
words of two letters, systematicall}^ arranged. The first consonant was suc- 
cessively combined with each of the vowels, thus: ba, be, bi, bo, bu, by. The 
second consonant was similarly exploited and the process was continued until the 
ground was thoroughly covered. Then words (?) of three letters were introduced, 
as bab, beb, bib, bob, ai:id so following. There was a stead}- progress in difficulty 
until words of interminable length, like immaterialit}^ and indivisibility, were pre- 
sented. At the back of the book there were a few reading lessons with, a moral 
content. Millions of children used this book. Millions of men and women have 
remembered the picture of the boy in the apple tree and the farmer's method of 
dislodging him. 

Books were scarce and expensive. A few books sometimes did service for an 
entire school. The New Testament was often made to serve the purposes of the 
reading classes. Near the close of the preceding century Murray's " English Reader" 
issued from the press, and was a precious inheritance from the parents or grand- 
parents in many a home. A few books had been prepared for home perusal, 
such as the "Pleasant Companion," and others consisted of selections especially 
intended for speaking. These furnished material for Friday afternoon rhetoricals, 
a very profitable but not very popular feature of the weekl}^ program. Who has 
not heard or read the little poem by David Everett, beginning 

"You'd scarce expect one of my age 

To speak in public on the stage, 

But if by chance I fall below, etc." 

It has put words into the mouth of many a beginner in the divine art of oratory and 
has furnished an apologetic prelude of a humorous sort to the effusions of hundreds 
of mock-modest, after-dinner toast responders. Regular readers were slow in 
making their appearance, the Pierpont series coming into use at the beginning of 
the second third of the century. What boy, ordinarily well favored in the matter 
of parents, did not read and read again the "Life of Washington" and the "Life of 
Francis Marion," by dear old, gossipy Parson Weems? He was the originator of 
the "hatchet story," and although the critics have long ago discounted his historical 
accurac}' that pleasing invention is predestined to immortality as a symbol of the 
Father of his Country. 



THE EDUCATIONAL HISTORY OF ILLINOIS 65 

Arithmetic always ranked high in the early curricukim, and Pike's seems to have 
been the pioneer. It enjoyed something of the same preemption of the field that 
Ray's did later. The boy who had ciphered through Ray's Higher enjoyed some 
such local distinction as did the Greek winner in the Olympian games or a prize- 
winner in a Chinese state examination. Few cared for grammar, yet Kirkham and 
Murray, the latter in priority of time, had their disciples. In the middle fifties 
Smith entered the field as a . competitor. It was arranged on the catechism plan, 
supplying ready-made answers to the printed questions. Some of the readers of 
these pages may remember the ingenious introduction to Case: 

Question. When a horse is fat we sajr he is in a good case and when he is lean we say he is in a 
bad case; what, then, is case? 
Answer. Case is condition. 

The quotation may not be literally correct, but the deviation, if any, is not 
material. 

It was in the fifties that, Mitchell's geographies appeared. The text with ques- 
tions was a modest octavo and was accompanied by a large atlas containing the maps. 
A striking merit (?) of this publication was the suggestive hint that followed the 
question. Thus: "What gulf lies south of the United States? Mo." This con- 
venient aid to the teacher and inspiration to guessing to the pupil often rendered the 
atlas a superfluity. How many times we youngsters learned our lessons on the 
guessing plan and left the needless maps to their merited seclusion. 

The venerable Dr. Willard probably contributes a little of his own experience in 
his description of the efforts to master the difficult art of writing. ' He says : 

Writing was a difficult attainment. The copy books were made up at home from the unUned 
paper which was the only style in market then. The pupil or teacher ruled lines as needed, with a 
bit of lead — a graphite pencil was a rare possession. The pupil was well furnished with a straight- 
edged strip of wood for a ruler, with a bit of lead tied to one end with a string — ■ the lead was pounded 
to an edge so as to draw a line with it. Copies were set by the teacher. The ink was often of domestic 
manufacture, made from copperas and the galls of our native oaks. To prevent loss by a possible 
or probable upset, cotton was stuffed into the inkstand to keep the ink absorbed. The steel pen 
as yet was not — the goose quill was in universal use. The teacher must make the pens for all the 
writers, and mend them frequently, for the points wore out rapidly; besides, the unskilled pupils 
were always complaining, "This pen scratches." 

It is not difficult to infer what the general character of the teachers was under 
a system that offered so little in the way of compensation and that cared so little 
as to the condition of schoolhouses. Here and there were excellent teachers. 
Occasionally a log schoolhouse would shelter a genuine school. The memory of the 
writer goes back to the early fifties and recalls with pleasure the tuition of a precise 
pedagogue, "with beard of formal cut," and with other marks of a painstaking 
attention to details. The house was rude enough although it was not made of logs. 
It sheltered a goodly company of young pioneers who did not fear to face the wintry 
gales that swept across the bleak prairies, and who were generally intent upon the 
business of mastering the elements of an English education. 

But such teachers were most decidedly the exception rather than the rule. They 
were fairly remunerated for their services, as remuneration was counted in those 

5 



66 THE EDUCATIONAL HISTORY OF ILLINOIS 

days. Indeed, there are several hundred men teaching in similar schools to-day 
who receive but little more. 

From a book of Cass county sketches the following description of an early school 
gives an idea of what was common about the time of the passage of the free-school 
law, in 1855: 

It was built of logs and the chinks between the logs were rudel_y stopped with clay. The seats 
were benches without backs that reached the length or width of the room, and were made of heavy 
slabs with holes bored in each end for legs, that protruded more or less above the top of the seat. 
A wide board that, like the benches, reached the length or width of the room, was fixed up against 
the wall at what was deemed the right height, and with the proper slant, and here on one of the long 
benches, managing as well as they could to get feet and legs over it and under the slanting board, 
the pupils sat to write. They wrote with quill pens, and the teacher's patience as well as the metal 
and condition of his penknife were greatly tried in keeping these pens in order. 

The girls in pairs took turns in sweeping the floor and were allowed unrestricted freedom in adorn- 
ing the walls with boughs, while all vied with one another in beautifying the teacher's desk or table 
with violets, sweet williams, hawk's bills, lady slippers, Dutchman's breeches, ferns and bluebells. 
As in my memory of this school it is always summer so it is always afternoon, and the scholars, with 
faces washed. clean at the "branch," and hair made smooth with "side combs" after boisterous play, 
are swaying to and fro on the high benches, absorbed in their spelling lessons. Two freckle-faced 
boys — how well I remember them — are on the floor reciting their " a b abs." " B-ah, a-ah, ba-ah ; 
c-ah, a-ah, ca-ah; d-ah, a-ah, da-ah," the sound is monotonous; the soft, cool air, scented with flowers, 
is irresistible, and one little girl goes fast asleep and drops her spelling-book. Startled by the sound 
she gathers it up hastily, receives the teacher's chiding meekly and with a shame-faced air begins 
to study her lesson. There were long rows of spelling classes, and much strife in getting head marks; 
emulation in reading and in quickness in answering mental arithmetic problems. 

This description is doubtless true to the fact, for the writer vividly recalls simi- 
lar scenes. Indeed, not every community was so well equipped as this. In the early 
fifties there were many hamlets, homes of recent immigrants, not supplied with any 
kind of schoolhouse. Here and there might be found a farmer's wife who had been 
favored with some schooling in her old home and who was glad to accept some 
tuition pupils in her new home although the quarters might be cramped a bit. She 
may have had some boys and girls of her own that were in great need of a teacher, 
and she could turn an honest penny by taking in some outsiders while she did her 
duty by her own. She could get a little something from the school fund as well as 
from her pupils, and anything in the way of money was a godsend to the pioneers. 
There are memories of the threatening prairie fires in the fall when the grass was 
tall and dry and of the larger boys going out to fight it with counter fires and thus 
to keep it away from the buildings and the stacks on the scattered farms. Perhaps 
there was something that compensated for the poor teaching. Who can tell? Cer- 
tainly the teaching was poor enough. 

And once in a while, when the big boys came in for a little schooling in the 
winter, there was greater need of muscle and courage than of scholastic attainments. 
A "rough house" was not an unusual incident, especially about the winter holidaj^s, 
when it was expected that the teacher would celebrate the occasion by proper hos- 
pitality. Any indisposition in that direction meant a lock-out or perhaps a throw- 
out. Such interesting incidents have found their way into literature along with the 
"loud schools," but they are as suitable for sober history, for the real events were 



THE EDUCATIONAL HISTORY OF ILLINOIS 67 

a little difficult to exaggerate in the telling. To triumph over the schoolmaster 
was to win a sort of distinction in the community, although such occurrences were 
even then the exception rather than the rule. When disorder was circumvented 
by the ingenuity or courage or strength of the teacher he became a local hero and 
enjoyed the admiration of those whom he had defeated no less than that of the rest 
of the community. We have seen that the ordinary requirements of a certificate 
were of necessity toned down from time to time, and that the halt, lame and blind 
intellectually were able to receive the official sanction of those who were authorized 
to give them letters of credit. 

A further quotation from Dr. Willard will illustrate the not uncommon event of 
barring out the teacher for the purpose of making him treat the school at Christmas 
time : 

A few days before Christmas, the teacher, on coming to the schoolhouse, finds the pupils inside in 
full force; but admission is refused to him unless he will promise to treat on Christmas day. If he 
tries to force his way he finds the door effectually barred. A small boy is sent as an envoy, con- 
veying the ultimatum of the pupils. The teacher has probably heard already preliminary hints that 
a teacher who will not treat is mean ; it is very likely that he has found such a notion prevalent among 
the adults of the community, who thus support the rebels. If there are large bo^^s in the school whose 
strength is superior to his he may as well give up — a struggle would only emphasize their victory. 
But the teacher often tries to maintain his dignitjr by force and besieges the schoolhouse. Perhaps 
he goes upon the roof and tries to get in from above by descending the ample chimney or tearing 
up the roof. To anticipate this move the besieged have a good fire and a pile of straw or hay, and 
meet him with volumes of smoke or flame. Sometimes, if the teacher is bold enough to go down, at 
the risk almost of life itself, he may succeed; but instead, he may find himself but a Gulliver among 
the Lilliputians, overpowered by numbers, a prisoner and bound by cords. If he now refuses he is 
taken to the nearest stream or pool and ducked until he yields. 

Dr. Willard quotes the following as illustrations of the method of treatment 
employed in reducing the unwilling schoolmaster to terms : 

A teacher in St. Clair county resisted until he was carried to the water's edge, when he capitulated. 

In Champaign county, in 1838, a teacher was made to treat to whisky and molasses, and all of 
the boys got drunk. 

In Schmder county, in 1827, two boys wallowed the teacher in the snow and left him tied because 
he would not treat to whisk}'. He was rescued from perishing and gave a New Year's treat of two 
gallons. 

A queer fellow at Turkey Hill, in 1825, regularly besieged the schoolhouse for a week, marching 
round it with sword belted on and musket on shoulder; but this Poliorcetes finally gave cakes and 
apples. 

In Brown count3^ in 1844, a teacher only eighteen years old determined to fight it out. He took 
a stout hoop pole and, getting in, he sternlv ordered all who would behave to go to one side of the 
house. All obeyed except two young men and a girl. These undertook to force him to submit. 
None helped him except by begging these to let him alone. The girl encouraged the young men 
by telling them that the teacher ought to treat ; there was a law that he should treat ; her father had 
many a teacher treat. They undertook to take him over a hill to a creek a half a mile away. He 
fought them as long as he could and whenever he recovered strength he renewed the struggle. At 
last they gave up, tired out. But after all, he thought best to treat on Christmas day and at the 
cost of one dollar he furnished the.-n two gallons of whisky and two pounds of sugar. 

We have sketched truthfullv the earlv schoolhouses and schools of Illinois. But as the immigra- 
tion from the South and especially from the East poured in, the modes of life of the people changed; 



68 THE EDUCATIONAL HISTORY OF ILLINOIS 

then the earth floor and the slab seat and puncheon writing-desk gave way to oaken boards from 
the sawmill. The ceilings and the walls ere long were clothed with lath and plaster; the chimney 
of brick and the stove superseded the huge chimney of sticks; glass windows admitted light; the 
frame and boarded house took the place of the log structure, and change followed change until the 
present tasteful, well-furnished schoolhouse caused the old expedients of the early day to be for- 
gotten. With these the pupils and teachers and text-books changed in equal ratio. The barefooted 
boys and the girls clad in homespun material have been followed by well-shod youths in the fabrics 
of the power-looms and the silk factory; the few books have given way to a puzzling profusion, beauti- 
fully illustrated and printed on fine paper; the goose quill is unknown, for steel or gold usurps its 
ancient function ; the teacher comes from Normal or high school or from college, with great store of 
knowledge, to take his place in a system of classes and grading; and the community recognizes his 
business as a profession. Onl}^ by the historic retrospect can the vast changes come before us as the 
shifting scenes of a great panorama, in which Illinois, twentj^-third in rank, advances to be the fourth 
State in the Union. 

In the year 1831, Mr. J. M. Peck, of Rock Spring, Illinois, published a small 
vokime which he christened "A Guide for Emigrants, Containing Sketches of Illi- 
nois, Missouri, and the Adjacent Parts." The poptilation of the State was then 
about 165,000. The author treats of various subjects, his information having been 
derived chiefly from personal observation and from aid derived from intelligent 
gentlemen residing in the States. Fifteen pages of the little book are devoted to 
education, and from these pages the following extracts are made: 

Education in Illinois is still in its infancy, and many settlers have no proper view of its necessity 
and importance. Many adults, especially females, are unable to read or write, and many more, who 
are able to read a little, can not readily understand what they attempt to read, and therefore take 
no pleasure in books or stiidy. Common schools are usually taught some part of the 3^ear in most 
of the settlements, but more frequently by teachers wholly incompetent to the task than otherwise. 
Soine are decidedly immoral, especially intemperate, and many parents have not felt the necessity 
of having teachers of unblemished morals and correct principles. 

In IS IS- 19 the author traveled through most of the settlements then formed in Missouri and 
made it an especial object to visit and inquire into the character of the schools then taught, which 
was done by a visit to everv school, or an inquir}- of proper persons in everv settlement where a school 
had been taught in the Territory. According to my judgment, the result was, that one-third of the 
schools were public nuisances and decidedly injurious to the children from the immorality and incom- 
petency of the teachers. One-third did about as much harm as good, and the remainder were of 
some public utility. 

It is presumed that the same investigation would have brought forth similar results in Illinois. 
It must not be presumed by the reader that this is now the state of things, and the character of the 
schools in either State. The character, habits, feelings and manners of the population are undergoing 
rapid changes everv vear; and the influx of emigrants, better qualified to appreciate good schools, is 
producing a rapid change in common education. In a short time the facilities for common schools 
in the more populous portions of the State, and even for an academical or collegiate course, will be 
equal to most of the States in the Union. 

The author alludes to the effort at educational legislation in 1825 and describes 
some of the features of the law. He attributes its brief life to designing and selfish 
politicians, who " seized hold of it to raise popular ferment." 

Many good common schools now exist, and where three or four leading families in a settlement 
are disposed to unite and exert their influence in {avoT of the measure, it is not difficult to get up and 
sustain a good English school. Qualified teachers are becoming more numerous. Some young men, 
natives of the State, have received an education that will enable them to teach with facility the rudi- 



THE EDUCATIONAL HISTORY OF ILLINOIS 69 

ments of an English education. Others are now pursuing studies with the same design. Both male 
and female are emigrating to the State, with the view of teaching. The Sunday-school System is 
awakening attention to that of common schools, and eventually in aid of other means, will change 
the current of feeling on this subject. 

Several seminaries and institutions of a higher grade than mere common schools are in success- 
ful operation, and promise much to the countrv. 

In an earlier part of this history reference was made to the action of the first 
General Assembly in granting substantially identical charters to Madison Academy, 
at Edwardsville ; Belleville Academy, at Belleville, and Washington Academy, at 
Carlyle. The following description of the Belleville Academy indicates the character 
of institutions of its kind in the early times in Illinois. 

Belleville Academy. — This institution is a select boarding school for boys, under the manage- 
ment and instruction of John H. Dennis, Esq., a liberally educated gentleman from Virginia, and well 
qualified for the station. The pupils are limited to twenty-five, one-third of which are from the 
village and vicinity; the rest boarders from a distance, chief!}' from. St. Louis. The cost of boarding 
and tuition is seventy-five dollars per annum. There are two vacations of one month each when the 
pupils return to their friends. It is altogether a private institution. The various branches of an 
English education, with Latin, Greek and mathematics, are taught here. This academy commenced 
in 1826. 

Rock Spring Seminary is located in the same county at the residence of the author, eighteen 
miles from St. Louis, on the principal stage road to Vincennes, entirely in the country and intended 
in its original plan to be remote from the habits and influence of a village population. 

The buildings, which are framed, are as follows: A seminary, which consists of a main building 
twenty by thirty feet, two stories, with wings on each side fourteen feet b}' twelve, and forming a 
front of forty-four feet. The lower story of the main building is a public hall for recitations and 
school exercises, the left wing for the library and teachers' room, and the upper rooms for dormi- 
tories. There was also a boarding-house with proper equipment and a sufficient number of cabins 
to furnish sleeping apartments for the students that could not be accommodated in the regular dor- 
mitories. The institution was the owner of considerable land, but at the time of the author's descrip- 
tion the main building was not completed and the infant institution was experiencing the common 
fate of schools of its kind — it was perpetuallv on the edge of starvation. 

The original plan of the institution embraced two departments : 

1. A high school conducted on the plan of a New England academy and with the modern 
improvements in education, and admitting students without distinction of age or previous study. 

2. A theological department designed for preachers of the gospel, of any age or requirements.. 
The fact that multitudes of professors of religion in the western countrjr became preachers of the 
gospel without any previous literary or theological knowledge, and who will continue to preach in 
their way whether sufficiently qualified or not, and these men, with all of their errors and false notions, 
will gain influence over the uninformed — all of these things point out the necessity of an institution 
and a mode of study that will accommodate their circumstances, expand their minds, and thus con- 
vince them of the necessity of a learned ministry . 

The seminary was gotten up partly by donations obtained in the Eastern States by the author in 
1826, and parti}' from subscriptions of shares from individuals in Illinois and vicinit}'. 

This school opened on November 15, 1827. It had about fifty students. At 
the time of the writing it was in a state of suspension, but the author was hopeful 
of another lease of life. 

So much space has been spared for this little school because it was typical. The 
maintenance of such educational agencies was a labor of love and involved much 
of the sort of sacrifice that Pestalozzi illustrated in his philanthropic experiment at 



70 THE EDUCATIONAL HISTORY OF ILLINOIS 

Netihof. It is astonishing to discover the vitality of many of these early schools. 
Usually the}' outli^'ed the highest expectations of their warmest friends and illus- 
trated the sublime faith of their founders in the efficacy of education as an instru- 
mentalit}^ for social betterraent. 

An account of the founding of Illinois College narrates the beginnings of that 
interesting institution and will appear in substance on later pages. 

Vandalia High School is an institution gotten up by the enterprise and pubHc spirit of the citizens 
of VandaHa. It is taught in the pubKc meeting-house, and at present is under the charge of Rev. 
WilHani K. Stewart, a Presbyterian clergyman, with some celebritv as a teacher, from Kentucky. 
The number of students is supposed to be about fifty. 

Individuals of the Methodist denomination have raised funds and erected buildings at Apple 
Creek, in Greene county, and at Lebanon, in St. Clair county, but they have never been finished 
so as to organize schools. 

If the author had written later he would have had more to sa}' about the 
second of the above enterprises. 

Several young ladies have recently opened boarding schools for females. One is taught in Hills- 
borough, in Montgomery county ; another in Carrollton, Green county. At Edwardsville is a female 
academy, designed as the commencement of a public institution and managed by trustees. It is 
now under the superintendence of Miss Chapin, aided by Miss Hitchcock. 

These glimpses of educational beginnings more than three-quarters of a century 
ago seem extremely primitive and simple. But education is the same process where- 
ever it is disco\'ered and we have but increased the facilities for its accomplishment. 



THE EDUCATIONAL HISTORY OF ILLINOIS 71 



CHAPTER VI. 
THE PERMANENT SCHOOL FUNDS. 

IN the original act providing for the survey and disposal of public lands there was 
a reservation of certain portions of it for the maintenance of public education 
in the States containing these lands. Such a gift to the people for the purpose 
of aiding them in bearing the expense of the education of their children would attract 
the closest attention and, in consequence, we may look for attempts to utilize the 
cession for the purposes designated. It is the office of this chapter to describe the 
several funds of a permanent character that have come into being with the circum- 
stances of their development and the officers that were successively appointed to 
manage them. Full credit is here given to W. L. Pillsbury for his admirable mono- 
graph on this subject.* 

There are seven of these funds. They are respectivel}^ : 

1. The Township Fund. 

2. The Seminary Fund. 

3. The School Fund Proper. 

4. The College Fund. 

5. The Industrial University Fund. 

6. The Surplus Revenue Fund. 

7. The County Funds. 

THE TOWNSHIP FUND. 

The treaty closing the War of the Revokition made the Mississippi the western 
boundary of the new nation. It was the fashion of the original colonies to lay claim 
to the territory lying to their west and between the parallels forming their northern 
and southern boundaries. There was of necessity slight knowledge of its extent 
until the country had been explored. Far-seeing members of Congress did not fail 
to appreciate the value of this vast domain and consequently endeavored to have 
it transferred from the possession of the colonies to the ownership of the nation, 
which alone could provide for its proper government and determine the conditions 
under which new States could be organized and admitted to the Union. Virginia 
ceded a vast region to the general government in 1784, a region equal in extent to 
five such imperial States as Illinois. 

In 1785 Congress passed "An ordinance for ascertaining the mode of disposing 
of the lands in the Western Territory," and thus provided for the township method 
of surveying and designating lands. In this ordinance the sixteenth section was 
reserved for the maintenance of public schools in the several townships. This action 

*See Illinois School Report, 1881-2. 



72 THE EDUCATIONAL HISTORY OF ILLINOIS 

on the part of Congress "was so memorable an eA'ent that it should be red-lettered in 
the educational calendar — May 20, 1785. All subsequent acts for the distribution 
of the public lands ha^^e followed the lead of this celebrated ordinance, and thus the 
sixteenth section finds a conspicuous place in the educational history of Illinois, as 
well as in that of several other States. This action was a practical application of 
the principle contained in those oft-quoted words of the immortal Ordinance of 
17S7: " Religion, morality and knowledge being necessary to good government and 
the happiness of mankind, schools and the means of education shall forever be 
encotu-aged." 

'\^^ith the formation of States out of this outh'ing territory the disposition of the 
sixteenth section would be a matter that would of necessity arise for consideration, 
since school s}-stems are maintained by the States and not by the general govern- 
ment. In the enabling act of 1802, authorizing the people of that portion of the 
territor}- of Ohio Avhich subsequenth' became the State to prepare to enter the 
Union by assuming statehood, the sixteenth section, or its eqtiivalent if it were 
disposed of, was offered to the con\-ention for its acceptance or rejection, with the 
explicit understanding that, if accepted, it shotild be permanently used for the 
maintenance of schools within the to^^^nship of which it was a part. This action 
was all that was needed to establish a precedent that was followed in the admission 
of subsequent States luitil the admission of Michigan as noted further on. The 
titles to these lands ha^•e therefore passed with their survey from the general gov- 
ernment to the States. The original idea was that these lands were not to be sold 
by the States, but were to be held in ti-ust b}' proper school officials. This policy 
was abandoned in 1826 by authorizing Ohio to provide for their sale. If the original 
plan could have been adhered to, ■\^'hat a superb endowment would have accrued to 
the schools. It was too much to expect, however, and in consequence the fund 
3-ields onh- a beggarly part of what would otherwise ha-\'e been available in the 
way of rents. 

A departure from the plan of reser^•ing the sixteenth section for the benefit of 
the residents of the toA^aiship occuiTcd in 1836 with the admission of Michigan. 
In that case the section was "granted to the State for the use of schools." This 
explains the stiperior fluids in some of the newer States, for this precedent became 
a rale of action in the case, and was followed in all of the subsequent grants. "With 
the admission of Oregon, in 1848, the thirty-sixth section was added to the sixteenth, 
thus doubling the national gift to the States in the promotion of public education. 
Where^•er these sections were not a^-ailable other gi-ants -were made to take their 
places. Let it be remembered that this additional section is in a wa}- a gift from 
Senator Douglas to the children of the nation, for it was upon his motion that the 
change was made. The curious may discover further details by an examination of 
Mr. Pillsbury's article. 

It is with the congressional grants of lands in Illinois, liowe-\-er, that this discus- 
sion is mainh- concerned. Congress passed the enabling act looking to the admission 
of the State on the 18th of April, 1818. It contained a tender of the sixteenth sec- 
tion or its equivalent for the uses of the people of the to'^Miship for the maintenance 
of schools, and upon its acceptance b}* the convention it became obligator}* upon 



THE EDUCATIONAL HISTORY OF ILLINOIS 73 

the general government to grant the lands or, if they had been sold, to svtpply 
unsold lands, suitably located, to take their place. The convention accepted the 
tender on the 26th day of August, 1818. 

In order that the sixteenth sections should jdeld a revenue for the support of 
schools the First General Assembly, at its second session, made provisions for renting 
them. This act necessitated the selection of suitable public officers for the perform- 
ance of this duty. It was therefore provided that the county commissioners, the 
officials who managed the affairs of the county and who in nearly all counties were 
later supplanted by boards of supervisors, should appoint three freeholders in each 
township upon whom this duty should devolve. These trustees were to have charge 
of the township lands and wei-e to divide them into suitable tracts, according to the 
provisions of the statute, and to lease them to tenants upon such terms as could 
be agreed upon. These officers were to appoint a clerk and a treasurer. The trus- 
tees, with their clerk and treasurer, continue to the present, although in the mutations 
of time their functions have radically changed. 

But all of these preparatory arrangements were of no avail for the purposes of 
revenue if the tenants failed to materialize, and such a condition unfortunately pre- 
vailed. It was stated above that Ohio was permitted by the act of 1826 to sell her 
lands. This permission was in response to a memorial from the General Assembly 
of that State, setting forth the fact that land was too easily obtainable by purchase 
to make leasing a possibility under ordinary circumstances, and that where it could 
be leased at all it was onb^ to those who were too shiftless to become owners. Little 
in the way of return could be expected from the lands for a considerable period 
except by direct sale and by putting the proceeds out at interest. The argument 
was sufficiently convincing to induce Congress to afford the desired relief, and an 
act was passed authorizing the sale and thus removing the possibility of a shadowed 
title. 

Similar conditions obtained in Illinois. Anticipating that Congress would follow 
the precedent established in Ohio, the General Assembly, in 1829, passed an act 
directing the Governor to make public announcement of this action as soon as it 
should occur, and further provided that as soon as the proclamation should be made 
the county commissioners in each county should appoint a commissioner and an 
agent who should proceed to sell the sixteenth section. Congress failed to meet the 
expectations of the General Assembly, however, and two years later it was determined 
to proceed without the congressional authorization.' A law was passed directing 
the county commissioners to appoint a commissioner to sell the lands. Some safe- 
guards were thrown around the transaction. Three-fourths of the legal voters must 
petition for the sale, the trustees were obliged to put a valuation of not less than a 
dollar and a quarter an acre upon it, and the commissioner could then proceed to 
sell it at public sale, but not for a less amount than the valuation. As some 
uneasiness existed with respect to the validity of the title. Congress passed an act 
in 1842, legalizing past sales and providing for the future. In passing it is worth 
remarking that the commissioner thus provided for is later to develop into the 
county superintendent of schools, the most important school official mentioned in 
the school law. 



74 THE EDUCATIONAL HISTORY OF ILLINOIS 

The curious may find other interesting details regarding the resulting fund in 
Mr. Pillsbury's article. For the purposes of this account it is enough to say that the 
fund we are considering is an outcome of the sale of the sixteenth section. 

The number of acres granted was in round numbers a million. The fund has 
steadily grown with the sale of the land and with the occasional application of the 
accrued interest to the principal. It has now reached more than nineteen millions 
of dollars. The entire amount distributed for the support of schools is probably 
fully double that amount. 

Although the conditions for lending the fund were carefully specified, there was 
no little loss. The rate first designated was twelve per cent. Loans could be made 
on personal security, but for not more than one hundred dollars nor for more than 
one year. In 1831 the law permitted associations of persons to borrow not to exceed 
two hundred dollars for a period of ten years for the purpose of building school- 
houses. Two years later the act was amended so as to require that the association 
should consist of not less than five persons, of whom three should be freeholders, 
and that they should bind themselves under a severe penalty to build within a year 
a good schoolhouse and maintain a school for at least three months in the A'ear. In 
1837 the fund passed from the custody of the commissioners to the township treas- 
urers. 

One can not but regret that the people did not manifest a greater degree of 
patience and self-denial and foresight and hold these lands until their value had 
materially appreciated. Undoubtedh- large quantities were sold to residents of the 
townships who desired to purchase them at a low price, and the commissioners sym- 
pathized with them more than with the children who thereby suffered consequent 
loss. Indeed, it is a matter of common knowledge that such occurrences were not 
extremely unusual. The proceeds were really a godsend even though so small rela- 
tively, for we have seen how grotesque was the character of the teacher's compensa- 
tion in the early pioneering da vs. 

THE SEMINARY FUND. 

The act providing for the grant of the sixteenth section also included other grants, 
among which was an entire township, to be designated b}^ the President of the United 
States, to be reserved for a seminary of learning and to be vested in the legislature 
of the State for that specific purpose. The fourth paragraph of Section 6 of the 
enabling act, making a tender of this township, mentions a township previously 
reserved for the same purpose. This reserved township was provided for b}^ an act 
of Congress of March 26, 1804, which directed the Secretary of the Treasury to 
locate a seminary township in each of the districts in which land offices were opened 
in the Indiana territory. As these offices were at Detroit, Vincennes, and Kaskaskia, 
respectively, Michigan, Indiana and Illinois received the coveted land. 

The Illinois township was located in Fayette count}', in the southeastern part of 
the State. The grant made in the enabling act vested the title in the legislature, 
with the express provision that it was not to be diverted from the original purpose 
of the grant. But up to 1823 this township had not been located. It was in that 
3^ear that the memorial quoted in Chapter II. was presented to the President of the 



THE EDUCATIONAL HISTORY OF ILLINOIS 75 

United States. The President granted the prayer of the petitioners and asked that 
commissioners be appointed to make the selections. It appeared that the selection 
of the Fayette county township was especially unfortunate. In consequence, the 
legislature memorialized Congress in 1829 to be permitted to surrender the township 
and select in its stead land that would carry out the purposes of the original grantors. 
It was declared to be of no value as it was located in a swamp, for the greater part, 
and the remainder was impossible of cioltivation. This memorial was also respected, 
and the township having been surrendered, admirable lands were selected in its 
place. Here, therefore, were forty-six thousand and eighty acres of land, chosen 
b}^ persons assumed to be competent to get the best possible advantage of the splen- 
did gift and all to be devoted to the maintenance of a seminary of learning. 

And now there must be written the account of the folly of the State in parting 
with this magnificent domain. If nothing worse is to be charged to those who man- 
aged the transaction appearances were of such a character as at least to excite sus- 
picion. It was in January, 1829, that the legislature enacted a law requiring the 
auditor of public accounts to announce that the seminary lands alreadv located and 
not under lease would be offered at public sale, the only limitation being that the 
price must not be less than a dollar and a quarter an acre. If not sold publicly they 
were to be disposed of at private sale or they were to be subject to preemption. A 
Board of Commissioners of the Seminary Fund, consisting of the Governor, the 
Auditor, and the Attorney- General, was provided with authority to invest the pro- 
ceeds of the sale. 

As a possible partial extenuation of what subsequentl}' occurred it should be 
remembered that the income for vState purposes was very small. The amount of 
taxable property upon which revenues could be raised was insufficient to furnish 
funds to carry out the projects then at the front. Doubtless it occurred to the 
wiseacres that if these lands were marketed and the money borrowed by the needy 
State some of their perplexing problems would find a solution. At any rate the 
legislature authorized the Governor to make such a disposition of the proceeds, and 
that is what became of the money. The State was, of course, a safe borrower and 
might be depended upon to pay the interest. Two years later the legislature passed 
another act authorizing the sale of any other selected seminary land on the same 
conditions as above. Thus it was that all of these lands, with the exception of four 
and a half sections, were disposed of at this shamefully low rate. The sale yielded 
only $55,000. 

With regard to this sale, Mr. Pillsbury writes; " The lack of wisdom shown in the 
sale of these choice lands at that time is amazing. The sale was made in advance 
of any authority of Congress to sell, at a tirae and in a way to make sure of disposing 
of them at a low price and before there was an}^ seminary of learning which could 
be made a beneficiary of the fund. Had the lands been kept and rented until 1857, 
when the income of the fund was first put to a legitimate use, the}' would doubtless 
have sold for an amount, which, with the accumulation from rents, would have made 
a fund of a million dollars instead of the beggarly $59,838.72, which is all we have 
to show as the proceeds of the sale of 43,200 acres of superior farming lands. That 
this is no exaggeration is abundantly proved by the fact that the four and a half 



76 THE EDUCATIONAL HISTORY OF ILLINOIS 

sections given to the Illinois Agricultural College brought $58,000 in 1861. A 
number of the State officials seem to have taken advantage of the opportunity to 
acquire cheap lands. That is not saying that they were responsible for the costly 
error, but somebody was and they profited by it." 

This Illinois Agricultural College was located at Irvington, in Washington county. 
It violated the conditions of the appropriation and an effort was made to recover 
the fund, but little came of it. There was still another misfortune that came to this 
unfortunate fund. In 1835 the commissioners were authorized to loan the interest 
to the school fund for annual distribution. This was done, with a slight exception, 
for more than twenty years, the several loans amounting in the aggregate to seventy 
thousand dollars at the time that the Normal University was founded and made 
the recipient of the fund. The State should have returned this amount to the fund, 
but never did so. In 1908 the seminary fund amounted to $59,838.72. 

THE SCHOOL FUND PROPER. 

As the States entered the Union they contained more or less government land 
within their boundaries. Since Congress is composed of representatives and senators 
from the States, and since these men are quick to discover opportunities for benefit- 
ing their constituents, we may look for legislation appropriating some portions of 
the sale of these lands for educational or other purposes. Certainly nothing could 
be wiser than a generous gift for the furthering of educational enterprises, and it 
is a matter of regret, when the heavy burdens of modern education are considered, 
that a materially larger portion of the proceeds were not set aside for that purpose. 

On the 12th of December, 1820, Congress passed an act directing the Secretary 
of the Treasury to pay to the State of Illinois three per cent of the proceeds of the 
sale of such public lands as were unsold and lying within the State on the first day 
of January, 1819. This fund was divided into two parts. Five-sixths of it became 
a common school fund and the remaining sixth was set aside as a college fund. As 
it was received from the United States it passed into the control of the commis- 
sioners of the school fund, previously mentioned, and was deposited by them in 
the State Bank to be used by the government and to draw interest at the rate of 
six per cent. In 1908 it amounted to $613,362.96, which has been the same for some 
thirty years. 

This fund was not available for a number of 3^ears because of an act passed in 
1829. This act provided that the Governor should borrow the school fund for the 
State and pay an interest charge of six per cent for it, but that this interest should 
be added to the fund and thus become a further obligation to the State. Because 
of this withholding of the income from the schools and of a failure to make an 
accounting of the money received, the government declined to pass over the accumu- 
lations for several 3"ears. This resulted in a warm controversy between the Governor 
and the Secretar}^ of the Treasur}', but it was finally settled by a repeal of the 
accounting requirement and the payments were resumed, and were continued until 
1863, when the lands were finally disposed of. This is another of the funds which 
has no existence as a fund proper, but only as an obligation of the State upon which 



THE EDUCATIONAL HISTORY OF ILLINOIS 77 

it pays its annual interest of six per cent. This necessitates a biennial appropriation 
by the General Assembly to meet this charge. 

THE COLLEGE FUND. 

The origin of this fund is explained above. It has received fairer treatment than 
the seminary fund. It was turned into the State treasurv, as the other funds were, 
to meet the current expenses of the State government. The members of the General 
Assembly had the impression that it was wiser to make such use of it than to run 
the hazard of displeasing their constituents by levying a sufficient tax to take care 
of the interests of the State. ' In 1857 the interest of this fund was appropriated 
to the Illinois State Normal University. In 1861 the institution was in sore straits 
as the original gifts had not been sufficient to complete its building. The legislature 
therefore came to its relief by declaring that the accrued interest up to 1857 and 
unpaid amotmted to approximately $100,000; $65,000 of this amount was jDassed 
over to the State Board of Education to cancel these debts and the remainder was 
added to the fund. It now amounts to $156,613.32. The interest on this and on 
the seminary fund is divided equally between the two Normal Universities. 

ILLINOIS INDUSTRIAL UNIVERSITY FUND. 

This fund amounts to $641,477.53. It originated in an act of Congress passed 
on July 2, 1862. This act provided for a reservation of 30,000 acres of land for every 
member of Congress, in each of the States, the proceeds to be devoted to the support 
of a State University. These lands were to be sold when in the judgment of the 
Boards of Trustees it was deemed wise. 

SURPLUS REVENUE FUND. 

In 1836 the general government found itself with more money than was neces- 
sary to meet its obligations. On July 4 of that year Congress provided that all 
money in excess of five millions of dollars should be divided into four installments 
and loaned to the several States in proportion to the number of congressmen, with 
the understanding that in case the Government should subsequently call for the money 
it should be repaid. Three payments were made and were never called for. The 
amount deposited with the States aggregated about twenty-eight millions of dollars. 
Of this Illinois received about $478,000. The larger part of this amount went to 
the school fund as a payment of the amount then due the school, college and seminary 
funds. The school fund was thereby increased by $335,592.32. This, according 
to its custom, was borrowed by the State with the promise to pay the customary 
rate of interest for its use. 

THE COUNTY FUNDS. 

These funds arose because of a provision in an act passed in 1835. It was decreed 
that if the distribution to any county exceeded one-half of the amount due to pa}^ 
the teachers of that county, that excess should be reserved as a county fund, not 
distributable, but to be put at interest and its income used for the support of schools. 
This fund in 1908 amounted to $61,091.11. The aggregate of the seven funds in 
the year last named was $20,917,312.05. 



78 THE EDUCATIONAL HISTORY OF ILLINOIS 



CHAPTER VII. 
CONDITIONS AS SHOWN BY SUPERINTENDENTS' REPORTS. 

BEFORE following further the development of the school law, which is the 
thread pursued in this portion of the history, an examination of the reports 
of the State superintendents for the years following the enactment of the 
law of 1855 wih reveal educational conditions and especially educational ideals. It 
is interesting to note that Superintendent Edwards and Superintendent Powell, 
his successor, were urging some of the reforms that have not yet been accomphshed, 
and for which our latest superintendents have organized active campaigns. 

Superintendent Edwards transmitted his report for 1855-6 to the Governor on 
December 1, 1856. He begins his report by reiterating his oft-repeated assertion 
that "It is the right of every child in the State, whether rich or poor, to have an 
education that will fit him to discharge most usefully the duties of an American 
citizen." He further declares that his observation satisfies him that the people 
are at last in hearty sympathy with his contention. Reports were received from 
ninety-five counties and they reported 7,694 schools. Male teachers received an 
average wage of $45.33 and women $27.10. He sharply opposes the proposed plan 
of appropriating the interest on the college and seminary funds for the support of 
a college or university, and for two reasons: It is insufficient to support such an 
institution and, in the second place, it is needed for the support of common schools. 
His attitude is explained by the fact that the movement is now on which is to end 
a year later in the passage of the act establishing The Illinois State Normal Uni- 
versity. That interesting and eventful agitation must have a place for itself. 

The question of a uniformity of text-books appeared at the opening of the new 
educational epoch. The law required the superintendent to recommend a uniform 
system of text-books and to urge their adoption in all of the schools of the State. 
He had made contracts with several publishers, contingent upon their acceptance 
by the legislature, but that body failed to ratify them. The State was to receive 
a bonus on the sale, but the only amount realized was one thousand dollars donated 
by the publishers of Webster's Dictionaries, which was to go toward the establish- 
ment of a State Normal School. By consulting the law establishing such an institu- 
tion it will be seen that the money reached its proper destination. Superintendent 
Edwards was a warm advocate of State uniformity of text-books, and made an 
argument in favor of the scheme. He recommended district uniformity to the Gen- 
eral Assembly, probably assuming that a larger unit would not be approved. It is 
interesting to see that after fifty-five years the question is still a mooted one. 

Several amendments to the new school law were suggested. One of them indi- 
cates the advanced position of Mr. Edwards with regard to school supervision. 



THE EDUCATIONAL HISTORY OF ILLINOIS 79 

Finding that the compensation of county commissioner would not attract talent 
that would be able to accomplish results worth considering, he proposed that a 
commissioner should be elected from each congressional district to whom should be 
paid a salary of one thousand dollars a year. Such compensation, he conceived, 
would attract competent men who would be willing to devote their entire time and 
effort to the work of supervision, and that thus far better results could be realized 
than with the existing arrangement. 

Again Mr. Edwards returns to the township system of organization upon which 
he had set his heart in the original bill. It would seem as if the modern advocates 
of the system have done little since that time but quote the arguments here pre- 
sented. They are a round dozen in number, but, like all subsequent arguments on 
that contention, they fell on deaf ears when presented to the legislature. 

Mr. Edwards returns also to the subject of a Normal School, and urges the 
wisdom of its immediate organization. He quotes freely from the opinion of experts 
with regard to the influence qf the State Normal School, at Bridgewater, Massa- 
chusetts, and declared that it was the unanimous or quite unanimous opinion of 
boards of education and school cornmittees conversant with what had been done, 
that teachers educated in Normal schools were far superior to any other teachers 
of which they had knowledge. He showed the failure of the attempt to graft 
such schools upon existing academic institutions and called the eminent Horace 
Mann to testify to the danger of expecting teachers in such institutions to perform 
a double duty. 

Mr. Edwards gave warm support to the educational magazine. The Illinois 
Teacher, which had recently been established, and recommended that it be made 
the official organ of ' the State superintendent through which he could make public 
his decisions with respect to school questions that came before him for adjudi- 
cation. 

The appendix to this report contains reports from sixty-three school commis- 
sioners, in which they write more or less freely with regard to the operations of the 
new law in their respective counties. A few quotations will be instructive. The}' 
indicate the impression which the law is creating among the people in general. 

Various amendments to the new law are proposed and urged by the commis- 
sioners. Here are some of them: There are grave objections to the method of 
distributing the income from the two-mill tax. Some of the counties that pay more 
than they receive desire to have the law so amended that their good money, wrung 
from the hands of honest toil, shall not go to other and less favored counties. The 
conception of statehood has not yet counted for much with such persons. 

The idea of serving the public without pay is a new one to many of the people, 
and the provision of the law denying compensation to trustees and directors is 
objected to in some quarters. Similarly the limitation of free tuition to pupils under 
twenty-one is regarded as objectionable. At this time there were many young men 
and young women who had been obliged to forego the acquiring of an education for 
the simple fact that schools were not accessible. It seemed a hardship that they 
should not be able to take advantage of their own contributions to the school fund, 
for many of them were taxpayers. Why not permit persons of any age to attend 



U' 



so THE EDUCATIONAL HISTORY OF ILLINOIS 

the public school, whether the}" be eighteen or eighty? "Let us encourage rather 
than burden so commendable a spirit and disposition." 

That the policy of paying all of the expenses of the schools out of the mone}* 
raised by general taxation has not yet been fully accepted is evident from a propo- 
sition from one of the commissioners to reinstate the old "rate bill" scheme. It 
seems that some progi'essive districts have been disposed to pav "extravagant 
salaries ' ' and thus exceed the levy. There is no limitation to the powers of directors 
in this matter of salaries, while there is to the power of levving taxes. 

As would be expected, there was a general complaint with regard to the qualifica- 
tions of available teachers. The great majority had no special preparation for teach- 
ing and the scholarship of large numbers was ver\- low. The commissioners were 
directed by law to examine candidates in certain subjects, and in some localities 
teachers were secured with gi'eat difficulties who cotild meet the requirements of the 
statutes. It was therefore proposed that the law should be so amended as to have 
the directors indicate to the commissioners the extent of scholarship^ required, and 
to limit the examinations for the certificates. The only demaiid in some of the coun- 
ties was for the teaching of orthogi'aph}-, reading, writing and arithmetic. 'Why 
should such localities be burdened with the expense of emploving persons whose 
educational enterprise had led them to explore geogi-aphy, English grammar and 
histor}-, when cheaper teachers could meet all the requirements of the situation? 
The injustice of such a law was apparent as soon as stated. There was also objection 
to the section of the law requiring a stated term of school in order to secure a portion 
of the general ftmd. "V\Tiy not distribute the fund on the ratio of the number of 
months taught, and the localities could then determine for themseh-es how much 
schooling was needed for their children ? 

Here and there teachers' institutes are appearing, supported sometimes bv the 
communities in which they are held. An occasional commissioner makes an argu- 
ment for the early establishment of a XoiTnal school. One of the commissioners 
makes a plea for the introduction of the monitorial system introduced into England 
from the continent just at the close of the preceding centur}-. The scarcity of good 
teachers is an ever recurring complaint, and many suggestions respecting methods 
of ameliorating this unforttmate condition appear in the various reports. The most 
interesting of all of these reports comes from St. Clair county, the commissioner 
being no less a man than George Bunsen, a German with extended scholarship and 
an experience of fort}' years in the schoolroom. He was a pupil of the great Swiss 
reformer, Pestalozzi, and was the best-informed school man then engaged in public- 
school work. He took the most advanced position regarding Normal schools, 
declaring that they are absoluteh' essential to the success of the movement now 
going throtigh its beginnings. He declares that ver}" few of those proposing to teach 
have any adequate idea of how to proceed. Their onh" method is to start the pupil 
at the beginning of whatever book he may possess and insist upon a verbatim mem- 
orizing of the text. He says: "We need teachers b}- profession in our schools, but 
not farmers, not mechanics, not students of medicine or law, nor clerks without a sit- 
uation, nor ladies that have no other aim but to gain a set-up, all of whom, in most 
cases, are the teachers of our youth presenth", not for the purpose of teaching them, 



THE EDUCATIONAL HISTORY OF ILLINOIS 81 

but for the purpose of swallowing the two-mill tax paid by the people for far different 
purposes." The good Doctor's ideas are better than his English. We shall find him 
on the first Board of Education of the State of Illinois, presentl}^ and one of the men 
who were to have charge of the Normal school for which he made so admirable a 
plea in his report to the Superintendent of Public Instruction. 

Here and there also the graded school begins to materiahze. Instead of ungraded 
schools entirely independent of each other there are springing up, in towns of sufficient 
size to maintain them, central schools with the children grouped according to their 
ages and attainments. The high school is as yet an unknown feature of the system, 
but it is in the not distant future. 

The most radical suggestions in the way of amendments to the law, from the com- 
missioners,, came from Wabash county, its commissioner being William M. Harmon. 
He urged that the school election should occur at the time of the general election, 
in November, in order that there might be a larger vote. His scheme was to have 
a separate ballot box for the votes on school rnatters. Like a number of others 
he urged the abolition of the absurd district system and the substitution of a town- 
ship system. He would have school officers paid for their services, if not by direct 
compensation at least by exemption from some of the social burdens. He says: 
"We have too many school officers, so many that none of them attend to their 
business, and, in fact, but few of them know what their business is, and when one 
does know he leaves it for another to attend to." He proposed that the commis- 
sioner of schools should employ all of the teachers of the county. His acquaintance 
with the teachers and his knowledge of their qualifications he regarded as fitting him 
especially for that duty. He was one of the earliest advocates of a sort of com- 
pulsory attendance law, for he proposed that if any child should fail to attend school 
for forty out of every sixty days his parents shotdd forfeit to the school fund the 
amount which the tuition of the child has cost the fund for the time of his attendance. 

These are voices out of the pa.st with regard to the working of the law of 1855 
for the year after it had gone into operation. On the whole it is warmly commended, 
but it is regarded as obscure in many of its provisions, and extremely deficient when 
regarded from the standpoint of an excellent school system. 

Mr. Edwards retired from office in January, 1857. He was the first of a long line 
of real State superintendents and must be accounted as one of the most efficient, 
although he had never been a teacher nor had he given any especial attention to 
school matters before his appointment. He was a Kentuckian by birth, and was in 
the later forties when he assumed the duties of the office. He was a son of Ninian 
Edwards, who was the Chief Justice of the Court of Appeals in Kentucky at the 
time that the Territory of Illinois was created and was appointed its first governor 
by President Madison. He was brought to the new territory when only a few 
months old. He was educated for the law and was appointed Attorney- General 
for the State in 1834, at the early age of twenty-five. He was elected to the legis- 
lature in 1836 and served in the House and Senate for sixteen years, and was also a 
member of the Constitutional Convention of 1847, and was therefore in some degree 
responsible for the wretched document submitted by that body to the consideration 
of the voters of the State. The best expression of his educational theories is the 

6 



82 THE EDUCATIONAL HISTORY OF ILLINOIS 

bill that he submitted to the legislature of 1855 and which received so little con- 
sideration from that body. If it could have been passed substantially as it came 
from his hands education in Illinois would have been a half century in advance of 
where it now is in some of its features. 

Mr. Edwards wag succeeded by William H. Powell. On December 15, 1858, he 
submitted his first report to the Governor. It is a volume of more than 400 pages, 
thus exceeding in size the aggregate of all of the preceding reports from the State 
Department of Education. Events of extreme importance had occurred in the two 
years of Mr. Powell's occupancy of the office, hence he had interesting incidents to 
record. 

In 1857 there were, in round numbers, 11,000 teachers. The succeeding year 
adds about 2,000 to this number. Salaries were still as low as |5 a month for women 
and $9 for men, while on the other hand they had risen as high as $150 for men 
and $54 for women. In 1858 this upper limit had risen $50 for men and $6 for 
women. Graded schools are coming on in encouraging numbers, as there were 181 
in 1857 and 303 in 1858. No high schools are separately reported, but it is more 
than probable that several of these graded schools had attained a high-school grade 
at the top. 

Numerous defects in the school law have appeared. Their number was so great 
that the superintendent was constrained to advocate its total repeal and the enact- 
ment of another. Profiting by the difficulties in securing even so poor a law, wiser 
counsels prevailed in the hope that the obscurities and incongruities would result 
in suitable amendments. Imagine the collisions and blunders that occurred among 
the thirty-five thousand officers necessary to put the law into execution, when but 
a small number of that vast throng had any adequate conception of what the law 
really was and of how it should be put into successful operation. 

The superintendent found himself without money to employ a clerk. He adopted 
the dangerous plan of employing one at his own expense, trusting to a subsequent 
legislature to reimburse him. Only $250 a year was appropriated to cover the entire 
contingent expense of the office. Under such discouraging conditions it is not 
strange that little could be accomplished in the way of awakening the people to a 
realization of the value of education and of inducing such legislation as would put 
the schools upon a proper footing. Illinois has long shown a strange reluctance to 
put her public-school system somewhere near the front of the great progressive move- 
ment in popular education. This modem conservatism is a direct consequence of 
the unhappy start which the State made in the organization of its system, and from 
1855 to the close of the session of the forty-seventh General Assembly the capital 
of the State has been a battle-ground every two years in the interests of a better law. 
But the changes have been mainly of little consequence and as direct result Illinois 
now lags in the rear of a score of States in the effectiveness of her school system. 

The private schools that looked with such suspicion at the new law have had 
their worst fears realized. Two-thirds of those existing two years before have gone 
out of existence either by suspension or by being transformed into union graded 
schools. Thousands of such schools existed when the new law went into effect. 
Indeed, without them Illinois would have presented a most disheartening spectacle. 



THE EDUCATIONAL HISTORY OF ILLINOIS 83 

Her children would have grown up without education. Happily, the heads of many 
of these institutions were warm friends of the public-school movement and became 
its energetic propagandists. Naturally they took conspicuous positions in the new 
organizations. ^ 

The superintendent reports thirty-eight institutes as having been held in the 
course of the year and with the most satisfactory results. So warmly interested 
were the teachers of the State in the maintenance of such instrumentalities for their 
own improvement that the State Teachers' Association assumed the responsibility 
of maintaining an agent in the field, meeting his salary and expenses by direct 
appropriation from their treasury, never too full. Of his services Superintendent 
Powell writes: " He has been most indefatigable and successful in his labors. Con- 
stantly on the wing, he has been the messenger of glad tidings to all parts of the 
State, and by traveling nights and laboring days, he has visited fifty-six counties, 
assisted in holding nineteen institutes, and delivered no less than one hundred and 
fifty- three lectures." This energetic and tireless missionary was Simeon Wright, 
of Whiteside county. He subsequently became a member of the Board of Edtica- 
tion of the State of Illinois, and had his name permanently associated with the 
Illinois State Normal University by its adoption by one of the literary societies of 
that institution. 

As was to be expected, there was an immense activity in the building of school- 
houses. In the two years embraced by vSuperin ten dent Powell's report there were 
more than twenty-four hundred schoolhouses erected. Respecting them the report 
remarks: " Many of these houses take the place of the old, unsightly, inhospitable 
log pens, which once 'squatted' about in the obscure corners of the highways. 
Although an improvement upon their predecessors a large majority of them lack 
many of the essential characteristics which distinguish the schoolhouses of the present 
day from those which had an existence in the most favored portions of the country a 
quarter of a century since. Many of them are seated with the old, inconvenient and 
uncomely pine bench of the last century, or the still older slab, of such harrowing 
memories. If any one doubts the intimate relation between a good schoolhouse and 
a good school let him enter one of these dilapidated and forlorn specimens of bar- 
barity still to be found in the countrj^ and contemplate its gloomy and forbidding 
aspects; let him note the open crevices between the logs, the rude slab seats, slimy 
walls, rough and filthy floor, if floor it has at all, and after he has carefully observed 
all of these let him turn to the slovenly and unhappy inmates and see how nearly 
their looks and actions correspond with surroundings; how exactly their recitations 
match the conditions of things." 

The memory of the writer goes back to the schoolhouses of central Illinois in 
the year 1852. The frame house had then succeeded the log cabin, but the backless 
bench was the rule for most of the schools. A shelf was fastened to the wall at a 
slight angle, and the pupil, upon taking his seat, deftly turned his back upon the 
teacher by slipping his feet over the bench and under the shelf. Although the 
arrangement had its defects it was not without certain ameliorating features. A 
degree of solitude was secured to the pupil and the master had the advantage of 
keeping the boys and girls under surveillance while he himself was on their blind side. 



84 THE EDUCATIONAL HISTORY OF ILLINOIS 

So far as the character of the teaching was concerned there was no uniformity, 
for here and there were men of education and good breeding who were getting their 
start in a new country by serving for a time as schoolmasters. It was the writer's 
good fortune to be a pupil of such a man. It is true that he graduated into business 
onlv to be a defaulter to the tune of some thousands of dollars, but that was due to 
his evil associations, doubtless, after he had abandoned the moral atmosphere of 
the school. 

This report is memorable for the vigorous plea made by the siiperintendent for a 
more adequate supervision of the schools. He quotes eminent and abundant author- 
ity, all of which goes to show the "utter futility of trying to operate a free-school 
system without proper supervisory agents." Since this was before the development 
of our modern industrial system there was lacking the modem object lesson in con- 
stant and intelligent oversight of workers. The superintendent was without clerical 
help and was obliged to perform the menial task of writing all of his official lettei'S 
with his own hand. Letters poured in upon him from all parts of the State to come 
and assist in the organization of schools, to untangle the complications arising from 
the attempt of inefficient officers to put an obscure and often ambiguous law into 
effect, and to win over, if possible, an often hostile community to the idea of estab- 
lishing and maintaining suitable schools for their young; but there were letters to 
write and other inconsequential duties to be performed that a $40 clerk was abun- 
dantly equal to, but to the wise statesmen under the dome of the capitol letter- 
writing was as important as anything else so far as the schools were concerned. 

Enough has been said to indicate that the man at the head of the school system 
understood the needs of the situation. He saw that an amendment to the law 
which should provide for the election of a genuinely competent county commis- 
sioner and for his adequate compensation would result in an early reform of the 
unfortunate conditions existing in nearly all parts of the State. His ideal is not 
always realized even after the lapse of more than a full half century. "He should 
be at once an acknowledged gentleman, a practical teacher and a ripe scholar. A 
readv public speaker and a good writer, he should have had experience in the school- 
room and among men. And above all, he should have love for the undertaking, 
the energy to succeed, and the native ability and tact to seize hold of all of the ele- 
ments at his control, mould them at his will, and compel success, however reluctant, 
to crown his efforts." 

The report contains the first vigorous movement toward the development of 
school-district libraries. It is not to be forgotten that the State was heavily in 
debt and was making strenuous efforts to meet its obligations. The law provided 
for the purchase of school libraries by school directors and for the payment for them 
out of funds secured by general taxation. Superintendent Powell devised a scheme 
for the securing of the libraries through their voluntary purchase by the districts. 
He seems to have been averse to the employment of the power of the State, offering 
the over-worked argument that a thing is not appreciated unless procured through 
one's own effort. He selected a commission of competent men who designated four 
sets of books in which there were no duplicates, each to cost $50. It was assumed 
that any district could afford to purchase at least one set, while the well-to-do dis- 



THE EDUCATIONAL HISTORY OF ILLINOIS 85 

tricts could easily purchase all. With so simple and so practical an arrangement 
it was believed by the optimistic official that at least ten thousand libraries would 
be in operation before the close of another year. It goes without saying that his 
enthusiasm distanced the actual achievements of his plan, but he made a start and 
his efforts were not wholly without results. It is at least worth knowing that the 
school library movement is about as old as the school law, and that it is only after 
an approximate half century of agitation that even our present moderate success 
has been achieved. 

Another topic freely discussed by Superintendent Powell is the union graded 
schools. To advocate their adoption was to antagonize the existing academies. He 
did not hesitate, however, to "hew to the line." He summarized the arguments 
advanced by the private schools in support of their contention that it was impossible 
for the public schools, and especially the rural schools, to make anj^ suitable pro- 
vision for the education of the older pupils. While admitting the excellent offices 
that the}' have performed in the education of the people he does not hesitate to 
characterize them as greater obstacles to the progress of the common schools, and, 
consequenth^ to the general education of the children of the people than all other 
forces combined. He declares the public school to be the exemplification of the 
doctrine of republican equality, while the academy is in the nature of the case aristo- 
cratic and exclusive. Already the superiority of the graded school had served to 
close large numbers of the private schools, and the superintendent entertained the 
hope that the good work of extermination might continue until the union graded 
school should be the exclusive occupant of the educational field. 

With a good graded school in every village it is not altogether easy to appreciate 
the earnestness of the plea of the report. It seems to the ordinary reader so palpable 
a necessity of a good school system that an elaborate argument for its adoption 
seems a' waste of time and effort. Let it be remembered by the student of to-day 
that even the graded school is a recent institution and came to its own only through 
a slow period of evolution and because of the earnest endeavors of such aggressive 
propagandists as the writer of the report under consideration. 

The report devotes a few vigorous and unequivocal pages to the discussion of the 
question of Industrial Education. The air had been full of voices, for the few years 
last past, engaged in the discussion of this topic. On one side the advocates of a 
. Normal school and on the other the friends of an industrial university had advanced 
their arguments and rounded up their followers. The Normal school men had won 
the battle, and the school had now been in operation for more than a 3'ear. In its 
proper place the story will appear, but full credit should be given to this retiring 
superintendent for the impulse which he gave to educational movements that have 
meant great things to the illustrious commonwealth which he was trying to serve 
to the best of his abilit}". 

In closing his report Superintendent Powell gives a summary of things accom- 
plished within the period covered by his term of office. It will throw no little sun- 
shine upon a situation that is represented by the writers of the time as being in 
many respects exceedingly disheartening. 

1. The establishment of a State Normal University. 



86 THE EDUCATIONAL HISTORY OF ILLINOIS 

2. The organization of a system of school-district libraries and the introduction 
of a thousand of them into the school districts of the State. 

3. The building of three thousand schoolhouses in the various school districts of 
the State. 

4. The sustaining of free schools for nearly seven months, during each of the 
school 3'ears of 1857 and 1858, in nearty every one of the school districts of the 
State. 

5. The organization of nearl}" two thousand new school districts. 

6. The organization of over fifty institutes in the various counties. 

7. The con^'ersion of over two-thirds of the private academies and seminaries 
which had an existence at the beginning of this period into public graded schools 
under the law. 

8. The introduction of the most approA'ed school furniture and apparatus into a 
considerable number of the schools. 

9. The awakening and building up of an all-powerful and constantly increasing 
public opinion, in all portions of the State and especially the southern, in favor of 
public education, which has no parallel in the history of the country. 

If this encouraging enumeration does not in all respects tally with other parts 
of his report the differences ma}' be explained b}' the suggestion that one does not 
care to admit, as he retires from office, that his labors have been in vain. That 
there had been a decided improvement does not admit of doubt. That school 
conditions in man}' parts of the State were still in a most deplorable condition, so 
far as school appliances and school teachers were concerned, is the common testimony 
of man}' who contributed to the report. 

With the close of the administration of Superintendent Powell a distinct period 
in our educational history may also be said to have terminated in a characteristic 
way. There is to be an intermediar}'- period in which all social organizations are to 
be greatly disturbed, for the war is near at hand, but a free-school law, quite worth}' 
of its name, is on the statute books and rapid progress is now inevitable. More- 
over, Newton Bateman is the new Superintendent of Public Insti-uction and there 
is to be a substantial continuity of tenure in the office. Before leaving this stage of 
our educational history there are significant achievements whose evolution must be 
recorded. In these narrations there will be something of repetition, of necessity. 
It will onl}' serA'e to accent CA'ents that are worth}' of repetition, however. 



THE EDUCATIONAL HISTORY OF ILLINOIS 87 



CHAPTER VIII. 

FOUNDING OF THE FIRST NORMAL SCHOOL IN THE 

MISSISSIPPI VALLEY. 

THE first of the achievements enumerated by Superintendent Powell was the 
most radically significant of all. There is no better place to tell the inter- 
esting story than at this point in the narration of the evolution of public 
education in Illinois. It illustrates in a striking way the value to a commonwealth 
of a few devoted and disinterested men. Although something more than a half 
century has elapsed, the material is abundant and reliable with which to revive that 
early period and live again in the thick of the struggle. And it must be accounted 
as a remarkable accomplishment when the conditions then existing are considered. 
The law of 1855 had just been passed. It was by no means in good working order. 
A large but not a preponderating part of the population had not yet been converted 
to the idea of the public school. The law contained so many defects that many of 
its friends were seriously considering the advisability of repealing it in its entirety 
and of again embarking upon the uncertain sea of legislative possibilities. That at 
such a time an institution of a kind quite new to American experience and wholly 
unknown to the very large majority of the people and legislators of Illinois should 
be authorized and established is the best tribute that could be paid to a group of 
capable and heroic men. 

It will be recalled that in the chapter on the Permanent School Funds two of 
the seven funds are designated as the Seminary Fund and the College Fund. It 
will further be remembered that the lands constituting these funds were disposed of 
to relieve the treasurj^ of the State in the dire extremity in which it found itself 
because its revenues were inadequate to meet its current expenses. Although the 
lands were gone the pledge remained that the interest on these funds should be 
devoted to the sacred purpose for which they were originally intended. 

The existence of this obligation of the State was a matter of common knowledge 
on the part of the leading educational people. There was not a single struggling 
private institution of higher culture in the State but dreamed of the inexpressible 
relief that would be experienced if it could in some fashion become the blessed 
recipient of the coveted interest. A cleavage among the schoolmasters left on one 
side a group favorable to such a disposition of the property as would bring relief to 
the existing colleges, and on the other side a larger or at least a more influential 
group that would not abide such an abandonment of the idea of a State institution as 
would be implied by its absorption by the denominational schools. We shall dis- 
cover who these men were as we proceed. 



88 THE EDUCATIONAL HISTORY OF ILLINOIS 

But there was still another cleavage in one of these two parties and it was of such 
a character as to jeopardize the plan for a State institution. On one hand there was 
a demand for an industrial university in which there should be a coordinate training 
of hand and brain, and in which the ideal of labor and learning, happily conjoined, 
should be realized. That there were prophets in those da^^s can be more easily 
appreciated when it is understood that the time under consideration was more than 
a full half-century ago, and that the conception so warmly espoused and so per- 
sistently urged is only now becoming one of the accepted axioms of modern educa- 
tion. Opposed to this group was another with whom the idea of a Normal school 
had become the possible solution of many educational difficulties. It has been seen 
that this suggestion had been made by several of the leading educational men. 
Massachusetts had made a start at Lexington less than twenty j^ears before. She 
had subsequently added others to that single institution. Horace Mann had become 
the protagonist of the Normal school movement. His splendid abilities and his 
quenchless ardor had fired the hearts of susceptible leaders everywhere. He was at 
once poet and prophet, and had turned his back upon political preferment that stood 
waiting to shower honors upon him, and upon business success with its glittering 
rewards enticingly displayed before him. Others had caught his spirit, and some of 
his disciples were here in Illinois and were working as ardently for the establishing 
of a Normal school here as he had done in Massachusetts. 

Thus far there has been no other annalist that compares with Mr. W. L. Pillsbury 
in the thoroughness with which he has treated of the events of this stirring time. 
To him again large acknowledgment is made, as his contribution to the Report 
of the Superintendent of Public Instruction for the years 1887-8 will be drawn upon 
freely for material. Any reader of these pages who desires to discover a fuller state- 
ment than space will here permit is referred to that admirable article. 

Reference has been made to an Educational Convention that met at Vandalia, 
then the capital of the State, in 1834, in the rnonth of December. As the legis- 
lature was to meet at the same place within a few days there was some significance 
in the coincidence. At this meeting a series of resolutions was adopted in which 
there was suggestion to the effect that the interest on the College and Seminary 
Funds could be wiseh' used in training teachers for the public schools of the State. 
Some two months later, as has been narrated on a preceding page. Senator William 
J. Gatewood, from Gallatin county, introduced a bill which not only provided for 
a uniform system of common schools throughout the State, but also for a s^^stem 
of county seminaries, whose main purpose was the education of teachers. The 
seminaries were to be supported by the interest on these two interesting funds. 
The bill failed to pass, but a similar bill, in the last particular, was more successful 
man}^ years later. Senator Gatewood made a second effort to secure the passage 
of his bill two years later, but was again unsuccessful. 

In 1837, Rev. John F. Brooks, of whom we shall hear later in connection with 
the founding of Illinois College, attempted the management of a school for teachers 
at Waverh^ but it did not receive sufficient patronage to warrant its continuance, 
so he removed it to Springfield where it was continued in a modest way for several 
years. While considerable attention was paid to the training of teachers, or rather, 



THE EDUCATIONAL HISTORY OF ILLINOIS 89 

to the education of young men and young women who were looking toward teaching, 
others were admitted so that the school was rather an academy with a pedagogical 
inclination, so far as anything was known of pedagogy in those early daj^s. 

In one of the publications of the National Bureau of Education will be found an 
interesting account of the Normal school ferment in New England from the early 
twenties until the formation of the Lexington Normal School, in 1839. Space will 
not permit any elaboration of that effort here, so it must suffice to say that the 
educational leaders of Illinois were not unaware of what was going on in that 
portion of the Union. But their own State was reaping the folly of the internal 
improvement craze, and there was no hope of imitating New England. 

Mr. Pillsbury gives credit to John S. Wright, of Chicago, the founder of The 
Prairie Farmer, for agitating the Normal school question as early as 1840. There 
is no doubt with respect to his attitude in 1842, for he then published an editorial 
in the Union A gricultimst in which he pleads with the utmost earnestness for the 
recognition of the needs of the schools in the matter of an improved teaching force, 
and urges upon the people the necessity of a teachers' seminary. He was a voice 
crying in the wilderness, however, so far as making any impression upon the General 
Assembly was concerned. 

Mr. Wright was a tireless worker in the interests of popular education, and in 
1844 he called an educational convention that met in Peoria. Here Rev. D. J. 
Pinckney, of Mount Morris, offered a resolution which was adopted, and that pro- 
posed the New York plan of training teachers, as the Massachusetts plan of a separate 
institution seemed to be making no headway. 

Here is the resolution: 

Resolved, That in the opinion of this convention the interest on the college and seminary funds in 
the possession of the State ought to be applied to those seminaries in the State that will establish a 
teachers' department, to be distributed according to the number of teachers instructed and rendered 
competent for the discharge of a teacher's duty; reports of the teachers so instructed to be made by 
the principals of the several institutions. 

In 1847 the matter of establishing a Normal school came up again, and this time 
in the form of a resolution adopted by the Senate. The committee on school lands 
and education was insti-ucted to inquire into the expediency of establishing such an 
institution, to be maintained by the income from the College and Seminary Funds 
and also from the School Fund. As usual nothing came of it. 

The Constitutional Convention of 1847 contained one man who was devoted to 
education. He had received his inspiration from the immortal Pestalozzi, whose 
school, in Switzerland, he had attended, for the purpose of preparing himself for 
the work of teaching. His name was George Bunsen. Like many of his German 
compatriots he had been obliged to leave his native country because of his pernicious 
activity as a political liberal. He had been a teacher for several years and continued 
in the same calling after coming to this country, alternating his teaching work with 
agriculture. Nothing would be more natural than that he should most cordially 
espouse the cause, of the Normal school. Nor was he disposed to have the State 
engage in any half-hearted way in the preparation of teachers. He introduced into 
the convention a series of resolutions to be referred to the Committee on Education. 



90 THE EDUCATIONAL HISTORY OF ILLINOIS 

They proposed the incorporation into the organic law of the State of a scheme of 
professional trainiiig for teachers. This plan, in brief, was as follows: The State 
was to be divided into a niuiiber of school districts, at the center of each of which 
was to be located a seminary for the preparation of teachers. The head of the 
institution was to be selected because of his especial fitness for the position, biit no 
clergyman was to be eligible. Each of these directors was to be the superintendent 
of schools of the district in which the seminary was located. In addition to his 
duties as director he was to examine all teachers desiring employment in the district 
and to super^-isc the management of all schools. He was to be supplied with a 
siifficient ntmiber of assistants to make his scheme practically effective. If the shade 
of the good George Bunsen revisits the scenes of his Illinois experiences, how sincerely 
it must deplore the inditTerence of the people with regard to the professional prepara- 
tion of the teachers of their >-oung. It is a notable fact that the Constitution of 
1848 omitted all mention of edvication. 

The idea of the Normal school was in the air, however, and was a subject of fre- 
quent mention. The secretaries of state, in their ex officio capacities of superin- 
tendents of public instruction, made mention of it in their biennial reports. Teachers' 
con^•entions adopted resolutions favoring it, and in 1851, Senator Cloud, of Morgan 
count>', introduced a bill so unique in its provisions as to make it worthy of more 
than passing mention. The title of the bill was as follows: "A Bill for an Act 
Organizing a State University for the Benefit of Popular Education and for Distrib- 
uting the Income of the College and Seminary Ftmd. " It pi'ovided for a governing 
body consisting of the Governor, the Secretary of State and the presidents of the 
colleges complying with the provisions of the act. They were to constitute " The 
Regents of the Uni\-ersity of the State of Illinois." An examination of the bill dis- 
closes the pui-pose of the maker. It was a renewal of the effort to divide the income 
from the two funds so frequently mentioned among the colleges of the State. Each 
institution eligible to participation — only regiilarh- chartered colleges with four- 
year courses and at least a president and two additional professors, a library and 
apparatus were eligible — in the income from the funds must instruct gratuitously 
one pupil from each county in the State, or, in the failure of such pupils to apply 
for instniction, an equal number ma>- be received from anywhere. Metes and 
boimds wei-e designated so that the participating colleges should be protected and 
the original puipose of the ftuids protected. The "Regents" were to perform a 
function similar to that of the University of London. The\' were to have general 
control of the distribution of the fund and were also to have authority to conduct 
examinations and grant academic degrees. All candidates for instmction were to 
give an appro^•ed bond obligating them to teach for a certain time in the public 
schools of the State. In the event of their failure to fulfill their obligations they 
were to pa>' to the college attended a specified tuition and the legal rate of interest 
on the same for the time elapsing since leaving the school. The scheme evidently 
had been carefully elaborated, but it failed to win the approval of the lawmakers 
of the House, although it passed the Senate. 

This bill was e\'identl5' under examination when the bill that was finally successful 
was prepared. The resemblance of the latter to the former in certain sections is 



THE EDUCATIONAL HISTORY OF ILLINOIS 91 

too strong to admit of any other explanation. It served to keep the subject before 
the pubHc mind, and thus aided in the formation of that pubHc opinion which six 
years later induced the legislature to take definite action. 

Mr. Pillsbury makes note of an interesting fact in connection with this bill. He 
says: " Folded in the bill as filed in the office of Secretary of State is a memorandum 
of arguments in favor of the measure, written out, doubtless, for use in some dis- 
cussion of the bill. The memorandtim is of value as showing in what interest the 
bill was prepared, and I give it in full." 

1. The cause of collegiate education has a right to this fund. 

2. It is the first effort ever made to qualify and send out a suitable number of teachers for 
the common schools. 

3. The colleges remunerate the State actually for the bestowment by the education of its 
teachers. 

4. The teachers remunerate the State by their teaching. 

5. The colleges of the State are satisfied with the provisions of this bill and their ability to 
benefit the cause of common-school education will be vastly increased. 

6. No denominational preferences are allowed to operate for or against the equal operation of 
this law. 

7. The University will ask nothing for the interest of past years of this fund, but only the 
proper appropriation for time to come. 

And now the historic struggle to get possession of the funds assumed a new phase. 
The stalwart Prof. J. B. Turner, of Jacksonville, attended a convention of teachers 
held at Granville and presented to that body a plan for the organization of a State 
Industrial University to be supported by the income from the precious funds. He 
sharply attacked the above bill presented by the college men and clearly indicated 
the inevitable war of denominations that would certainly follow such a disposition 
of the funds. His clear vision saw in the scheme only failure for the Normal-school 
idea. It would be the attaching of "a Normal canoe to their college vessel" and 
with certain disaster to the canoe. 

An Industrial League was organized to further the interests of the Turner plan. 
It coquetted with the Normal contingent b}^ proposing to make the Normal school 
a department of the university. It was willing to use the Seminary Fund for the 
immediate establishment of that department. It actively engaged in the propaganda 
for the two succeeding years and thus aided most significantly in pi^eparing for the 
final event. 

In 1853 the State Teachers' Institute, the forerunner of the present State Teachers' 
Association, was organized. This was a memorable event in Illinois educational 
annals. It furnished a rallying point for the capable men who were shaping affairs 
and moving irresistibly to great consummations. We have already seen how they 
aided in getting into the school law of 1855 the provision for State Superintendent 
of Public Instruction. We have also seen something of their contribution toward 
the passage of the free-school law. We are now to see how they accomplished the 
third of their projects, the establishing of the State Normal School. This was the 
measure to which they were most closely related. 

Note the line-up : The college men are willing to provide professional instruction 
in return for the possession of the interest on the funds. The universitv advocates 



92 THE EDUCATIONAL HISTORY OF ILLINOIS 

are willing to make a strong department to be known as the Normal Department 
of the University. The Normal school contingent will consent to nothing but an 
independent institution, endowed by the income from both of the funds. And now 
the new association comes into being. At first the common-school teachers had 
little voice. By the second meeting, which was held in Peoria in 1854, the official 
complexion had materially changed, for a few men, of whom we shall hear later, 
men of tireless energy and great ability, became the commanding spirits of the 
convention. Prominent among them were Newton Bateman, to become in later 
years a great State superintendent ; O. C. Blackmer, afterward to be a conspicuous 
teacher in Chicago; Charles E. Hovey, a recent importation from Massachusetts 
and a master of diplomacy: and the inimitable B. G. Roots, to be known from one 
end of the State to the other as " Father Roots, of Egypt." And there were others; 
there always are. At this meeting there was an unmistakable indication that the 
tide was turning toward the contention of the Normal-school group, for the opposing 
propositions were voted down. 

The next meeting of the Institute was held in Springfield, and the Normal-school 
sentiment was evidently in the lead, for Mr. Hovey was elected president, and the 
universit>- movement was vigorously opposed on the plea that the com.manding 
themes were the common schools and the Normal schools. There was also a new 
school journal. The Illinois Teacher, and Mr. Hovey was the editor. There was a 
State Board of Education, a creation of the association, and its members were pre- 
ponderatingly Normal-school men. The association also employed a State Agent, 
one Simeon Wright, and he was of the same sort. And Chicago had attached a 
Normal department to its new high school and that helped the cause. The man 
who came to take charge of it was a Bridgewater product, Ira Moore, of whom we 
shall hear further. A year later the City of Chicago sought a stiperintendent of 
schools in Massachusetts and returned with another Normal-school man, William 
H. Wells, the principal of the Westfield Normal School. All things were conspiring 
in the interests of the Normal school. 

Meanwhile the 1856 meeting of the association was coming on. It was held 
in Chicago. The distinguished Henry Barnard, of Connecticut, was there and 
declared it to be the duty of the State to provide for the adequate preparation of its 
teachers. Mr. Wells discussed teaching as a scientific procedure. The following 
resolution was introduced and vigorously discussed: 

That the educational interests of lUinois demand the immediate estabHshment of a State Normal 
School for the education of teachers; and, in the language of the Board of Education, we therefore 
recommend an appropriation by the next legislature of a sufficient sum annuallv for the next five 
years to support such a seminary of learning. 

Of course this resolution evoked a very li^-ely discussion. At last the long contest 
had come to a direct issiie. The passage of the resolution could not but have a 
profound influence upon the action of the legislature, for the men who were engaged 
in the movement were influential and tireless. "\'niatever may have been true of 
the chances of the resolution at the opening of the debate, there was no question of 
the outcome when Newton Bateman arose and read a letter written a few davs before 
the meeting by the "noblest Roman of them all," Prof. J. B. Turner. He had been 



THE EDUCATIONAL HISTORY OF ILLINOIS 93 

the inspiration of the Industrial League. He had clung to his idea of coupling the 
Normal school and an agricultural school, believing that the latter would appeal so 
profoundly to the immediate interests of the people as to secure the highest success 
for the institution. But he was now satisfied that the Normal-school people had 
developed the wiser plan, and after stating the grounds for his contention he closed 
with the following statement : 

"It is high time, my friends, that you had your Normal school, whether we ever 
get an agricultural department to it or not. Let us all take hold together and 
obtain it, in such form as you may, on the whole, think best." 

When Professor Turner came over, his friends followed. The Normal-school fight 
was practically won, so far as the educational people were concerned. As Mr. 
Pillsbury remarks, in his interesting description of the memorable struggle, "With- 
out this, success would have been impossible. The concession was generous, too, 
for it gave over to the Normal school not only the Seminary Fund, to which it could 
lay a good claim, but the College Fund, which the university men might with justice 
have insisted should be left unappropriated until such time as the}^ should secure a 
charter; and this was done at a time when, as yet, it was not clear that any endow- 
ment could be secured by them from Congress." The association at once appointed 
a committee to secure the desired legislation. It consisted of Simeon Wright, who 
had been acting as agent for the association, Charles E. Hove}^ who had been brought 
out from Massachusetts a few years before to take charge of a private school in Peoria, 
and Daniel Wilkins, county superintendent of schools of McLean county. These 
are very familiar names to many yet living, although to the present generation they 
have slight significance. 

There was then living, in the town of Shelby ville, a lawyer who was warmly 
interested in the plans of the schoolmasters. His name was S. W. Moulton. He 
was representing his district in the lower house of the General Assembly and agreed 
to champion the bill at his end of the Capitol. Two years before, he had introduced 
the bill which became the school law of 1855. He was destined to be connected 
with the governing body of the Normal school for seventeen years, and all of the 
time as president. Capt. J. S. Post, of Decatur, took charge of the bill in the Sen- 
ate. There was no trouble in the upper house, but in the popular branch the fight 
was desperate. The measure finally won with only a single vote that could have 
been spared. One of the members of the House, and a warm friend of the bill, was 
Hon. Shelby M. CuUom, who continues to represent Illinois in the Senate of the 
United States after a most honorable record in Congress of nearly forty years, thirt}^- 
three of which have been spent in the upper house. He is one of the few survivors 
of that notable group who honored themselves by committing the State to the policy 
of educating its teachers. Ninian W. Edwards, the retiring Superintendent of Public 
Instruction, and William H. Powell, the incoming Superintendent, were zealous 
workers for the success of the bill, as would be inferred from what has already been 
cited from their writings. 

Mention has been made of a State Board of Education, but it will be remembered 
that it was the creation of the Teachers' Association and not of a legislative statute. 
The first section of the new act constituted " The Board of Education of the State 



94 THE EDUCATIONAL HISTORY OF ILLINOIS 

of Illinois" as the governing bod}' of the Illinois State Normal University. The 
title is a formidable one and has sometimes subjected the institution to emban-assing 
criticisms. Several gentlemen had to do Axith the drafting of the bill, bnt the 
responsibility for the name of the instittition "was assumed a fe^- years ago by a resi- 
dent of Xew Jersey, Dr. Wilder by name, who happened to be in Illinois at the time 
of the draxxang of the bill, and recommended that the institution be called a Nor- 
mal Univei~sity, \A-ith the thought that the name might be of serx-ice at some fntin-e 
time in connection A\-ith possible funds. 

Of the fifteen membei"s of the Board not one no\x' sin-\-ives. Their names are 
familiar to bitt few of the sclioolmasters of the present, }'et several of them AA-ere 
conspicuous in their time in political and legal circles. Simeon "Wright AA-as a aa-cII- 
knoAATi teacher, haA-ing had charge of a priA-ate school at the A*illage of Lee Center, 
near AmboA-. He is affectionately remembered by A-enerable residents of that local- 
ity. His name designates one of the literary societies at the Normal school that 
he labored so hard to bring into being. He died in the early seA-enties and Avas biu'ied 
at Rock Falls. He AA-as a boni " mixer,'" as the modem phrase goes, and rendered 
incalculable serA-ice to the cause AA-lien it AA-as sorel}- needed. Ninian "\V. EdAA'ards, 
the fii-st Supei-intendent of Public Instruction, has receiA-ed fx-equent mention in these 
pages. He A\-as a member of the board for tA\-o yeare. Daniel Wilkins AA-as a clergy- 
man AA-ho tiuiied schoolmaster and also serA-ed as school commissioner for ]\IcLean 
county. He is gratefitlly remembered by the AA-iiter of these pages, AA-ho receiA-ed 
from him a teacher's certificate to teach school A\-ithout the iisual formality of an 
examination, all of Avhich Avas some forty-fiA-e pleasant year's ago. Mention has 
been made of George Btmsen, aa-Iio, as member of the Constitutional CouA-ention 
of 1847, attempted to secure some recognition of education from the body that made 
so signal a failure in its attempt to produce a State constitution. He AA-as the best 
informed member of the board in edixcational matters and took the AA-annest interest 
in the Avork of the school after it had begim its notable cai-eer. As has been stated, 
he was a pupil of Pestalozzi, and tints links this institution to that immortal edu- 
cational refonner. FlaA-el ^Moseley AA-as so far identified AAith education as to be 
the president of the Board of Education of the City of Chicago. He is gi-atefully 
remembered by the city, as one of the schools bears his name. Barely a year before, 
"William H. "Wells had been called from the principalship of the "Westfield Noi-mal 
School in Massachusetts, to take charge of the city schools of Chicago. He AA-as 
assumed to be an expert in that sloA\-ly deA-eloping science of education AA-hich A\-as 
beginning to be talked about as pedagogy. He is aa-cU remembered by those who 
AA-ere connected AA-ith the school in its early history. To at least one youth he 
seemed a A-eritable paragon of culture, and produced an impression upoit his mind 
that almost a half centurA- has failed to dim. The intonation of his A-oice, the sug- 
gestion of senii-invalidism or of delicate health, the hint of the scliolar's stoop, the 
apt quotation from Addison as if he had beeri repeating the remark of a familiar 
friend — aa-Iio can tell AA-hat great CA-ents in a human life may be determitied by the 
casting of a feather's AA-eight into a balanced scale? Charles E. HoA-ey AAas another 
of the schoolmasters, but Ave sliall hear of him again. 

Of the remaining eight members one A\-as the Superintendent of Public Instruc- 



THE EDUCATIONAL HISTORY OF ILLINOIS 95 

tion, who was a member ex officio. William H. Powell held the position at that 
time. Dr. George P. Rex resided at Perry, Pike county. He must have been a 
teacher at some earlier period, for his interest in the institution was intense and led 
him to identify himself with its success in a most unequivocal manner. Of John J. 
Gillespie, of Jasper count}^, little has found its way into educational annals. The 
remaining five were lawyers. S. W. Moulton has already received mention. He 
served as congressman-at-large in the Thirty-ninth Congress and for two subsequent 
terms from his home district. He was a familiar figure at the Normal school for 
many years. He was one of the leading attorneys of southern Illinois, as his prac- 
tice was by no means confined to his own immediate neighborhood. He illustrated 
abundantly the admirable service that one outside the immediate ranks of the 
professional educational folk can render to the establishing of institutions whose 
purpose is the general diffusion of knowledge. We shall find another remarkable 
instance of the same sort of service nearly forty 3'ears later when the new Normal 
school movement was on in Illinois. John R. Eden, of Moultrie county, also repre- 
sented his district in Congress. He was another of the lawyer people who had 
interests outside his calling. The same may be said of Wesley Sloan, of Pope county. 
He must have done missionary work in his community, for from the first a highway 
was established from Golconda to the school and the grass has never been allowed 
to grow upon it from that day to this. A. R. Shannon, of White county, served a 
full term of six years, but was not subsequently intimately connected with the school. 
C. B. Denio, of Galena, must have been of material service in securing the passage 
of the bill, although little appears in the accessible accounts. This is an inference 
from the fact that he was an influential factor in determining other legislation. He 
was a notable wit, being the chairman of the "third house" in subsequent sessions 
of the legislatures. This extra-constitutional chamber will be recognized as the 
organized lobby which, under the Constitution of 1848, did not encounter the limi- 
tations of the present organic law. 

These were the men who were to usher the new institution into life by determin- 
ing where it should be located and who should pilot the uncertain venture through 
the precarious years of its infancy. The law providing for the establishing of the 
school made it the duty of the board to invite competing bids and to accept the most 
advantageous one. The interest of the university and seminar}^ fund, or such portion 
as might be found necessary, was appropriated for the support of the school, but 
not a penny was available for the purchase of a site and the construction of a suitable 
building. It is evident from the reading of the law that not only was it expected 
that the equipment would be furnished through the desire of some community to 
possess the prize, but that there would also be material contribution to its support 
from the same source. 

When the occasion calls the man responds. On the northern edge of the thriving 
village of Bloomington lived a gentleman who concluded that a State Normal Uni- 
versity would be a suitable adornment for the suburb which he had recently pro- 
jected. The location was ideal. It was near the central meridian of the State and 
not too far from the central parallel to be objectionable. Its place in the heart of 
the com belt rendered it certain that it would always be surrounded by a thrifty 



96 THE EDUCATIONAL HISTORY OF ILLINOIS 

and intelligent population. Moreo^'er, the settlers of that portion of the State 
were in the main immigrants from the New England and Middle States, with a 
sprinkling of ver}' well-to-do folk from Kentucky. They generally believed in 
education and might be expected to respond generoush' when the call for substantial 
inducements should be made. The gentleman himself was of Quaker forbears. His 
name was Jesse W. Fell. He was easily the best man in Central Illinois to under- 
take the enterprise. He had been a law partner of Judge David Davis and was the 
personal friend of Abraham Lincoln. It was to him that Mr. Lincoln addressed the 
autobiographical letter that was used in the memorable campaign of 1858. Add to 
these qualifications the qualities of head and heart that had won the warm esteem 
and complete confidence of all who knew him or knew of him, an energy that was 
as tireless as fate and a liberality that seemed at times almost prodigal, and you 
have the ideal leader for such an occasion. 

Bloomington, therefore, became an exceedingly active bidder for the institution. 
The towns of Washington, in Tazewell county, and Batavia, in Kane county, entered 
the field with offers of twenty and fort}'-five thousand dollars respectiveh*. Little 
could be expected from, towns of such limited resources, btit when Peoria announced 
her determination to carr\' off the prize Mr. Fell and his friends were genuinely 
alarmed. Enthusiasm was at fever heat in the latter cit}'. Public meetings were 
held for the purpose of arovising a spirit of intense rivalry and for appealing to local 
pride. Mr. Fell was not well known in the cit}^ so he ventured to attend some of 
the gatherings and b}' the exercise of the shrewdness which was one of his marked 
characteristics he ascertained a fairly approximate idea of the amount of the city's 
offer. Meanwhile Bloomington had been quieth' visited by a Peoria representative 
who had learned from an indiscreet insider the length of the local purse. Deter- 
mined to be safe beyond the possibility of failure Mr. Fell secured a large addition 
to the amount that was generally understood as read}' for the contest, and when 
the board held the meeting for receiving the proposals it was found that Bloomington 
was more than sixty thousand dollars ii:i advance of its chief competitor. The 
county of McLean was the possessor of a large tract of " swamp" land and the county 
commissioners determined to offer it as its part of the subscription. As a matter 
of fact McLean county never had an acre of genuine swamp land within its boundary. 
There were numeroiis ponds that consisted of slight depressions in the prairies and 
which were filled b}' the spring rains. As the only method of drainage was by evap- 
oration thev presented the appearance of ^'alueless areas akin to the real swamps 
of other States. If the institution could have retained this splendid domain it would 
have had a superb endowment. The valuation placed upon it by the donors 
excited some opposition, but Bloomington was so far in the lead that the board 
would not consider the objections to the bid and at the meeting for the deteraiina- 
tion of location that city was awarded the prize. 

Before dismissing this important incident in the histor}- of the school it should 
be added that there was a string attached to the decision of the board. McLean 
county's land subscription was counted at seventy thousand dollars. Fearing that 
land values had been exaggerated the Bloomington bidders were required to make a 
bond equal to the amount of the valuation, the condition being that the bond should 



THE EDUCATIONAL HISTORY OF ILLINOIS 97 

be void if the amount should be reaHzed on the land within ninety days. In the 
event of failure the Peoria bid was to be accepted. But nothing could dampen the 
ardor of Mr. Fell and his friends. It goes without sajang that he was the moving 
spirit and fed the enthusiasm of his coworkers out of his abundant store. Mr. 
Lincoln drew up the bond and Mr. Fell secured the signers, so all went merry as a 
marriage bell. Mr. Fell's subscription was the largest on the list, amounting to 
about eleven thousand dollars. He was not a wealthy man, but it was probable 
that he would derive material benefit from the increase of value in his holdings. 
Doubtless that possibility had weight with him ; but he was first of all an enthusiast 
for popular education. He was never so happy as when engaged in some enterprise 
that promised advantage to society. 

One of the donors contributed forty acres of land that came near being a fatal 
gift. It was his original idea to have it used for an agricultural experiment station 
and the probabilities are that he so indicated on the subscription paper. The three 
words, "including agricultural chemistry," occurring in Section 4 of the law, give 
color to the contention that such an idea was in the minds of the persons who drew 
the bill. In the fear that the board would not consider a subscription paper, bonds 
for warranty deeds were executed b}^ all donors of land and the condition was over- 
looked. Adversity overtaking the gift-maker he undertook the recovery of his gift 
after nearly a score of years had passed. It was his contention that the conditions 
of his subscription had never been carried out, as the institution had not developed 
an agricultural department. In 1873 he applied to the Board of Education for a 
re-deeding of his land and was refused, as there was no record of a conditional gift. 
When he drew his bond he was too anxious to secure the location of the institution 
to remember his modifying qualification, for he was the possessor of other lands and 
realized the signal advantages that would come to him if a State institution should 
be established in their immediate vicinity. The expected appreciation of value 
came as a matter of course, but he proved to be unequal to prosperity. He pursued 
his case with a degree of energy that would have won competency if applied to any 
ordinary business. Many prominent people were disposed to aid him, some of them 
believing that he had a just cause and others sympathizing with his misfortunes. 
He carried his case into the courts, but they ruled against him. He appealed to the 
General Assembly and in 1883 that body passed a joint resolution directing the 
board to re-deed the land. This it declined to do, figuratively snapping its fingers 
in the face of that august body. The succeeding legislature placed a rider on the 
appropriation bill and said in effect, " No deed, no money." Wiser counsel prevailed, 
however ; the rider was removed and the bill passed. 

Defeated in this direction the contestant got his case into the Supreme Court, and 
in 1887 that tribunal declared the Illinois State Normal University to be a private 
institution. Again the board was petitioned to restore the land, and again the 
petitioner met with a refusal, on the ground that the members of the board would 
render themselves liable for the performance of such an act in the absence of a court 
decree. Despairing of success by any other means the petitioner determined to 
enjoin the State Treasurer from paying any moneys to the institution, on the ground 
of its private character. 

7 



98 THE EDUCATIONAL HISTORY OF ILLINOIS 

As the reader may imagine, these were days of anxiet}- for the managers of the; 
institution, as the writer well understands for he was its president. The case seemed 
to be without a parallel. Was the Normal school, which had come into being through 
such great tribulation, to be snuffed out as a result of one man's financial disasters 
and the sympath}' of friends prominent and influential in the commtmitv? There 
was, withal, a good degree of confidence in the idea that the Supreme Coiu't would 
find a wa}^ to save an institution that had accomplished so much for the common- 
wealth and that had become so thoroughly entrenched in the regard of the people. 
Before the decision of the court was finally rendered, a highly consolatory suggestion 
was made to the head of the institution by one who was in a position to know some- 
thing of the probabilities in the case. It was to the effect that the Supreme Court 
was not likely to destroy one of the great educational agencies which the State had 
fostered for so many years. The decision appeared soon after and fully settled the 
status of the institution in the following language : 

" Normal schools are public institutions which the State has a right to establish 
and maintain. The purpose of their establishment is to advance the public-school 
system and create a body of teachers better qualified for the purpose of carrying 
out the policy of the State with reference to free schools." 

This was the end of the famous " Bakewell Case" which for almost twenty years 
threatened the permanency of the institution. 

The location of the institution having been accomplished at the Springfield meet- 
ing of the board on May 5, following the passage of the bill, there remained the 
necessity of electing a president and preparing for an immediate beginning of a 
building. The former duty was delaj'ed tmtil June 23. This meeting was held 
in Bloomington and resulted in the selection of Charles E. Hovey, who was elected 
by a majority of one over William F. Phelps, of New Jersey. Mr. Hovey entered 
at once upon the duties of his oflice. 

The building committee soon sectn-ed plans for the building and the contract was 
let and the work begtm so that the corner-stone was laid September 29. The site 
was out on the open prairie, a little more than two miles north of the Bloomington 
courthouse. The passer-by who admires the charming campus of to-da}^ can have 
little conception of the barrenness of that treeless plain on that memorable day more 
than a half centruy ago. The writer of these lines had on several occasions in his 
early bo^'hood ridden across the unattractive prairie, its only inhabitants being 
a scurrying wolf, or grazing deer, or a flock of wild fowl in which the cotintrv abounded. 
The possibilities of an educational institution crowded with voung men and voung 
women seemed too remote a thought to be entertained in connection with such a 
scene. 

Desirous of making as rapid headwaj' as possible in the development of a school, 
a few rooms in the upper story of a small building in Bloomington, known as Major's 
Hall, were rented, and on the fifth of October the long expected school opened its 
doors to students. Six young men and thirteen young women presented themselves 
and were received by the principal and Mr. Ira Moore, the recent head of the Chicago 
Normal School. The only other member of the facult}' was Miss Mary Brooks, of 
Brimfield, Illinois, who had been selected as teacher of a model school in which were 



THE EDUCATIONAL HISTORY OF ILLINOIS 99 

to be exemplified the new methods of instructing children. The school grew apace 
and before the end of the year eighty-eight students were enrolled. 

'Twere long to tell of the manifold misfortunes that came to the new enterprise. 
It was alone in the Mississippi valley. Only nineteen years had passed since " Father" 
Pierce had met his three students at the beginning of the first American Normal 
school, at Lexington, Massachusetts. The people knew little of its plans and purposes. 
The financial panic of 1857 came on like a devastating tempest and threatened to 
wipe out all of the pledges of financial aid upon which the board depended for the 
construction of the building. Three 3^ears of struggle against difficulties that often 
seemed overwhelming were to pass before the school could leave its cramped quarters 
in Bloomington and move to the commodious structure that had been waiting to 
receive them. A class was now ready to graduate, and with' joyful hearts and abound- 
ing enthusiasm they went out to the unfinished building and celebrated their first 
commencement, near the end of June, 1860. 

Through those -troublous years one datmtless spirit held his way through storm 
and sunshine. He seemed exhaustless in fertility of resource. When there was no 
money in sight he followed the trail of men who had money, until they vielded to 
his solicitations. He hesitated at no personal responsibility, took all the chances 
that promised any ftu'thering of the project that was nearest his heart, spent sleep- 
less nights, saw many clays without a ray of sunshine, but at last his great task was 
done. He knew that whatever of debts had accumulated would eventually be paid 
b}^ the State rather than to see the enterprise fail, and his confidence was not mis- 
placed. All who still survive those days of educational pioneering, and who are 
informed with regard to the conditions that prevailed, unite in the common 
opinion that without the leadership of Charles E. Hovey the Normal school would 
have waited long before it became a reality in Illinois. 

Notwithstanding the tremendous energy that Mr. Hovey had put into the found- 
ing and starting of the Normal school and the erection of its permanent home out 
on the treeless prairie of North Bloomington, he did not remain long with the school. 
In its fourth },-ear the war was on. The \'oung men were drilling on the campus 
and a martial spirit pervaded the institution. It looked as if the 3-ears of struggle 
to secure the long-expected teachers' college had been quite profitless, for it was 
now threatened Avith complete disintegration. Mr. Hovey finally promised the 
young men that if the}' would hold the school together until the end of the }-ear 
they would all go together in the same regiment. With this understanding, studies 
were resumed and the ordinary routine continued with such calmness as was pos- 
sible when every breeze brought to the ears of the students the clamor of the noisy 
drums, as regiment after regiment went cheering by on its way to the front. The 
second commencement was held, the Board of Education made arrangements for 
an acting principal for the presumably brief period that Mr. Hovey would be absent, 
and the sometime principal and a large group of the boys donned the blue and marched 
off to the South. As he did not return to the school, the interruption being longer 
than was anticipated, and as we shall part company with him here, it is fitting that 
something more should be known of this brilliant and tireless man who was for a 
few years a striking figure in the educational activities of Illinois. 



100 THE EDUCATIONAL HISTORY OF ILLINOIS 

Charles Edward Hovey was bom in the town of Thetford, Vermont, on the 26th 
day of April, 1827. He was one of eleven children, four of whom were girls. They 
were a wiry, long-lived race, with no end of endurance and pluck. At the age of 
seven he was sent to the public school, a couple of miles away, and was soon made 
acquainted with the "fragrant birch." His father was a farmer and he alternated 
the labors of the farm with an occasional term of school until he was fifteen, when he 
began his career as a teacher. 

He was soon at the head of the village school with a salary of $20 a month, and 
began to believe in himself and in the future. His second effort was less successful 
than the first, however, and while waiting for destim^ to show her hand he "took to 
the woods" and became a lumberman. But the love of culture pursued him into 
the solitudes, and in 1848 he bade farewell to the logging camp and entered Dart- 
mouth College, from which he graduated in 1852, supporting himself throughout his 
whole course by teaching school. . 

With the long-coveted diploma in his hands the great question of choosing a pro- 
fession could no longer be deferred. Like many before him and since, he became a 
teacher without intending it. He drifted down to Framingham, Massachusetts, 
and became the principal of the academ}- and high school. In a brief autobiography 
he describes the "Preceptress" as a paragon of grace and beauty. After an 
acquaintance of almost a half century with her the writer finds himself in full 
accord with that sentiment. 

In 1854 an association of leading citizens of Peoria, Illinois, determined to estab- 
lish a school for boys and }^oung men in their growing city. They invited him to 
come west and take charge of their new enterprise. Accompanied bv the "Pre- 
ceptress" he arrived in Peoria late in the autumn of the same year. His coming 
was well-timed. We have seen how he was soon to be in the thick of the fight for 
all good things in the way of public education. 

The dominating sentiment of the town was essentially southern, which is but 
another way of saying that there was little sentiment favorable to public schools. 
The newcomer had imported his New England ideas on that subject, along with his 
other belongings, and was not slow in giving them an airing. The result was to set 
the conservatives buzzing about his ears like angry hornets whose nests had been 
disturbed. The story were long to tell. It is enough to say that the sleepy town 
awoke one morning to a genuine sensation. The pestilent fellow from New England, 
along with a few other pestilent fellows of his ilk, had concocted a conspiracy and 
actually succeeded in securing the passage of an act by the General Assembly which 
amended the city charter and left the chivalry in a condition of helpless paralysis, 
like Braddock's unfortunate army, of which the genial Autocrat sings — 

"****** Done so brown, 
Left without a scalp to its crown." 

And this was really the beginning of the great public-school system, of which, 
with her big distilleries, Peoria is so proud. So it was that the pri\'ate schools came 
to a happy death and lived again in the new public common schools, with the pesti- 
lent fellow as the principal of the high school and superintendent of the system. 



THE EDUCATIONAL HISTORY OF ILLINOIS 101 

We have already heard of that "fund," that snug and substantial "fund" at the 
disposal of the General Assembly, and how the schoolmasters and the college people 
had wind of it and how they were waiting with such patience as they could command 
until the time was ripe for picking it. We have seen how it was that with the assis- 
tance of Hovey and Turner and Bateman and the rest of the shrewd fellows in 
the public-school party, the Normal University finally succeeded in pocketing it, but 
not much has been said of Mr. Hovey 's part in the proceedings. 

It will be remembered that it was in 1854 that the Teachers' Association met in 
Peoria. It was his introduction to the Illinois schoolmasters. Guessing as to the 
crowd into which his sympathies would take him would be an easy matter. He 
went to the Normal contingent, as we have seen, and he went with all of his heart. 
He was a very large reenforcement. As has been said of him, he was tireless, how 
tireless only those who knew him can understand. But he was as resourceful as he 
was tireless, and he was pluck to the backbone. It soon became apparent that an 
organ was needed, so the Illinois Teacher was launched upon the uncertain sea of 
educational journalism. Hovey took hold of the enterprise and assumed the editorial 
and business management. The "Preceptress" handled the subscription list and 
personally mailed the magazines. In a single year the list ran up to fifteen hundred 
and a year later to two thousand. 

But the editor had larger fish to fry, and left the Teacher to other hands after 
the second year. He had made good use of his opportunity. He had found an 
audience and had kept the Normal school idea before the people. We have seen 
how Professor Turner and his followers came into the Normal camp and how the 
fight was thus won, and, later, how the legislature passed the Normal bill, how the 
board located the institution at Normal after Jesse Fell had beaten all other com- 
petitors, and how Charles E. Hovey was elected to the principalship of the school. 

Pages would be necessary to describe adequately the misfortunes that were 
encountered in the erection of the building. The cornerstone was laid on the 29th 
of September following the passage of the bill. It was accompanied with imposing 
ceremonies. A cannie Scot, one Robert Burns by name, has remarked shrewdly 
something about the possibility of a slip 'twixt the cup and the lip. Laying corner- 
stones is the merest holiday matter. Building hundred-thousand-dollar buildings 
on doubtful subscriptions and in times of financial disaster is another matter. Three 
years were to pass before the structure should be completed. If the readers of these 
pages care to know how it was done without money let them look into the History 
of the Illinois State Normal University. 

And now to return to Mr. Hovey 's retirement from the school. He determined 
to do a bit of reconnoitering on his own account. Accompanied by Mr. Fell he 
went to Washington City and arrived there just as alarming rumors began to reach 
the city from the Virginia side of the river. By dint of strateg}^ and pluck they 
ran the guard and reached Alexandria in time to mount a train that was rushing 
reenforcements to the front. They had not gone far before they concluded that 
there was a genuine war on, for they soon met the retreating troops on their way 
from Bull Run to the Washington camps that they had so recently left. 

In consequence of what he saw that day he made up his mind that he was more 



102 THE EDUCATIONAL HISTORY OF ILLINOIS 

urgently needed as a soldier than as a schoolmaster, so he rettirned to Normal and 
began the work of raising a regiment. This ^^-as soon accomplished, and it was so 
largely composed of Normal students and teachers that it was known as the "Normal" 
Regiment. It marched away to the front to render notable service to the nation 
and closed the career of Mr. Hove}- as a teacher. The same qualities that he 
exhibited in putting the Normal school upon a permanent fotmdation won for him 
rapid promotion, so that he was soon Avearing the stars of a general. He was con- 
nected with the schools of Illinois less than a half-score of vears, vet so vigorous and 
successful were his efforts that no history of its educational deA'elopment ^^•ould be 
complete that omitted his contribution. 

Upon his retirement from the arm}- he remoA'ed to Washington Cit}-, where he 
engaged in the practice of the law for the remainder of his life. He died in Novem- 
ber, 1S97, and lies in the National Cemetery near the old Lee mansion. 

Associates of Presidext Hovey. 

]\Iention has been made of the presence of Ira E. Moore, on the opening of the 
Normal school in 1857. He continued as a teacher until he entered the arniv in 
the thirty-third regiment with ]\Ir. Hoa'c}'. As Mr. Hove}-"s time was mainl}- 
occupied in the erection of the school btiilding out on the prairies to the north the 
management of the institution on its educational side dcA-olved mainh' tipon Mr. 
Moore. He was a teacher of extraordinar}' rigor and clearness, and the reputation 
for unusuall}- thorough instruction that attached to the school for man}- }-ears was 
due in no small measure to the impulse in that direction that he ga-\-e in the four 
years that he was at the head of the department of mathematics. 

Upon his return from the arm}- he went west and subsequenth" became the presi- 
dent of the State Normal School, at Los Angeles, California, where he remained 
until near the close of his life. 

At the beginning of the second }-ear of the school, Edwin C. Hewett, a graduate 
of the State NoiTnal School at Bridgewater, ^lassachusetts, was elected to the 
chair of geograph}- and history. Others were to come from the same institution 
and were to bring the spirit of Nicholas Tillinghast, the principal of that school, to 
the ncAv West. Mr. Hewett was connected ^A-ith the school for thirt}--two \"ears, 
succeeding to the presidency in Januar}', 1S76. 

^Mien Mr. Hewett cam.e to Illinois little attention had been paid to anvthing 
approaching a definite method of institiction in the subject of geograph}-. His ideas 
were extraordinaril}- clear and he was quite as exacting in his demands as Mr. Moore. 
It is probable that he did more to impro-ve the character of the instiitction in that 
subject than an}- other of the early teachers. He produced a profound impression 
upon his pupils, and wherever the}- went thcA" became the actiA-e exponents of his 
ideas. We shall have occasion to refer to him again. 

Another of the early teachers was Leander H. Potter. He was a man of liberal 
scholarship, of so retiring a manner that it approached sh}-ness. but was so accom- 
plished in the department of English for which he AA-as engaged that his success was 
notable. He entered the arm}- mth ^Ir. Hoa'c}- and rose to the rank of lieutenant- 
colonel. At the close of the war he resinned teaching and later AA-as elected to the 



THE EDUCATIONAL HISTORY OF ILLINOIS 103 

presidency of the Soldiers' College, at Fulton, where he remained for several years, 
and at the time of his death, in 1879, was professor of literature in Knox College. 

For the first three years there was no head to the department of natural science, 
the work in the several subjects being distributed among the teachers. In 1858 
Joseph Addison Sewall, a State-of-Maine man, was selected for the position with 
the understanding that he might devote two years to preparation. This he did at 
Harvard College and entered upon the duties of the position in the fall of 1860. 
Dr. Sewall remained with the school for eighteen years, becoming president of the 
University of Colorado in 1878. He has for some years been a resident of Denver. 
As an original thinker he was preeminent in the early faculty. His lectures on 
scientific and allied subjects materially strengthened the young institution in the 
confidence of the people of the State. 

Dr. Samuel Willard, from whose article on "Early Education in Illinois" liberal 
quotations have been made, was also a member of the faculty for a time, having 
charge of the classes in history. Dr. Willard went from Normal to Chicago, where 
he was teacher of histor}' in the old high school for many years. He is still a resident 
of that city. 

Of course there were others that had a part in the first four years of the life of the 
institution. Happily two histories of the school have appeared, and there has been 
an earnest effort to do justice to all of the pioneers. 

With the withdrawal of Mr. Hove5^ the first distinct period in the life of the 
Normal University closes, although many of the problems remained unsolved and 
passed over into the next administration. But it was now established and there 
was slight danger that it would be discontinued. It is to pass into other hands and 
experience great changes. The narration of the main events in the three subsequent 
periods in the life of the school may be left to later pages. 



104 THE EDUCATIONAL HISTORY OF ILLINOIS 



CHAPTER IX. 

THE ORGANIZATION OF THE FREE-SCHOOL 
SYSTEM OF ILLINOIS. 

THE free-school law of Illinois, in force July 1, 1911, provides for the following 
school officers: 

1. Superintendent of Public Institiction. 4. To^^mship Treasurer. 

2. Covmty Superintendent of Schools. 5. School Directors. 

3. Ti-ustees of Schools. 6. Boards of Education. 

It will be interesting to set over against this showing the features of the school 
law of 1855 and trace the developments of the various offices. Something of repe- 
tition will of necessity appear, but the con^'enience of reference will be a sufficient 
excuse for such a treatment. 

1. The election of a State Stiperintendent of Public Instniction with duties speci- 
fically prescribed by statute and with a salary of $1,500 a year. 

2. The election of a School Commissioner with duties prescribed by law. He was 
to receive for his services three per cent of the proceeds of the sale of school lands, 
two per cent of the amount distributed to to^^^lship treasurers, $1 each for the exam- 
ining of teachers and the granting of certificates, and $2 a da}- for visiting schools. 

3. The school district was made the tenitorial unit with its three directors. 

4. Directors were empowered to establish school libraries. 

5. It was made imperative tipon the directors to establish a sufficient number of 
schools for the education of all persons between the ages of fi\'e and twenty-one, 
to keep such schools in session at least six months in the year and longer if possible, 
and to visit each school in the district by at least one of their number every month. 

6. Their relations were substantially the same to teachers as at present, except 
in the matter of visitation. 

7. Teachers ^^-ere required to hold certificates from the Commissioner of Schools. 
S. ProA-ision AA-as made for the election of a county treasurer. 

9. The laAv provided for the collection of a two-mill tax levied on all of the prop- 
erty of the State and distributed on the same basis as other funds for school purposes. 

10. Levying of taxes for the support of schools and for the building of school- 
houses, etc. 

11. The word " white " was retained in the school law, but a section provided that 
all taxes collected for school pui-poses from colored persons should be returned to 
them upon application for the same. 

For convenience of reference the historical development of these administrative 
instrumentalities is presented ttnder appropriate captions. 



THE EDUCATIONAL HISTORY OF ILLINOIS 105 

1. Superintendent of Public Instruction. 

No provision was made for such an office in the early school laws. It goes without 
saying that its necessity would appear to enlightened school men early in the devel- 
opment of a school system. It must be remembered that Illinois, unlike the States 
that have been admitted to the Union within the last half century, did not have a 
rich mine of precedents to explore in working out her scheme of popular education. 
New England had handled the problem with vigor, liberality and skill, but her 
example had little influence upon our communities. The students of her efforts 
endeavored to inspire our people with her spirit and enterprise, but a depressing 
conservatism possessed the masses and it was a disheartening task. A large part 
of the early settlers were from a portion of the country that was not disposed to 
take kindly to the leadership of Massachusetts and her sisters. 

That such an office had been suggested quite early in the history of the State is 
highly probable, for Mr. George Churchill, of Madison county, introduced a bill, 
in the legislative session of 1838-9, for the election of such an officer, but it got no 
farther than the committee to which it was referred. This is by no means the only 
instance in which Madison county men were identified with plans that promised 
educational progress long before the enactment of the law of 1855. 

At the special session of the legislature held in 1839-40, Senator Richard B. Ser- 
vant, from Randolph county, made a second effort to provide such an officer. The 
bill seems to have excited warm discussion, but it was received with ridicule rather 
than with favor, one Senator opposing it on the grounds of expense. Mr. Pillsbury 
quotes him as saying: " Gentlemen appeared to think that the appointment of a 
schoolmaster-general and his traveling about the country would educate our chil- 
dren as if by magic. What could the superintendent learn of the wants and condi- 
tions of the schools more than is known by the representatives of the people? He 
was for such a system of common-school education as would diffuse its blessings over 
the State. In this respect he yielded to none." The friends of the measure were 
willing to reduce the salary of the office to .$1,000 in order to meet the objection 
raised by the watch-dogs of the treasur3^ but it was of no avail. It was opposed 
from another quarter by the assertion that at least nine such officers were needed, 
one for each judicial district, and that one would be a waste of funds. The bill 
made no progress, but fourteen senators, registered their votes as favorable to the 
measure, and that was at least a promise for the future. 

On January 13, 1841, a memorial prepared by a committee of the Illinois State 
Education Society was presented to the House of Representatives of the General 
Assembly. It submits the following petition and suggestions : 

Let a superintendent of common schools be appointed — a man of talents and yet a laborious 
and self-denying man; one who would go out into all the dark corners, as well as bright spots of the 
State, and labor day in and day out for the improvement of our common schools. Such a man would 
be of great use, not only in awakening the public to the importance of education, but for the col- 
lection of facts for the information of your honorable body and the people. He would associate with 
all classes of the community, from the cabin to the mansion — from the humble teacher of the humblest 
school to the most learned professor — and advise you of their feelings and views. He would note 
the practical operation of the system, and suggest for your consideration where it could be improved. 



106 THE EDUCATIONAL HISTORY OF ILLINOIS 

He would (a matter of no mean moment to the success of common-school education) do much toward 
bringing about a steady and uniform administration of the law. 

Your memorialists would also suggest that, as a matter of economy, a man of established virtue — ■ 
of much experience ; one who is familiar with the habits and feelings of our people ; a man whose mind 
is well disciplined — should be placed at the head of this department. The interests involved are 
so various, so raomentous, that the best mind in the State should be set to watch over them. Should 
the right sort of man be selected, and paid out of the general school fund, he will save to the general 
and township funds, by looking after their interests (aside from all other benefits resulting from his 
labors) a sum at least equal to his salary. 

Your memorialists would also suggest, that if any regard is due to the example and experience 
of other States, who have found a superintendent necessary to the success of their efforts in behalf 
of common-school education, you are strongly urged thereby to appoint a superintendent for the 
State of Illinois. 

This memorial was signed by twelve members of the committee. 

One of the signers merits far more than a passing mention, not only in connection 
with the topic under consideration but also with regard to the whole popular edu- 
cation movement. He and the others were predestined to disappointment at this 
time, for the legislature refused to incorporate the reform into the School Law 
of 1841, which repealed all previous laws and created a new act of one hundred and 
nine sections. John S. Wright, however, did not despair. He was a Massachusetts 
man who had come to Chicago, at the age of seventeen, in 1849. Mr. Pillsbury is 
authority for the statement of Hon. John D. Caton, eminent in the early history 
of the State, that "as he looked back over the past and noted the successive steps 
in the progress made in Illinois and the neighboring States during the past fifty 
years, he without hesitation ga^'e John S. Wright the credit -of seeing more clearly 
than an}^ one else he had known, the possibilities of this part of the country and just 
what measures must be taken and how, to make these possibilities realities." We 
shall hear of him again in connection with other projects for the promotion of 
education. 

In the following year Mr. Wright again became active in urging the State Super- 
intendent movement. In the March, 1842, edition of the Union Agriculhirist he 
declared editorially that " Two things we consider absolutely necessary to create 
a system of common-school instruction adequate to the needs of our State — the 
appointment of a competent superintendent and the establishment of a teachers' 
seminary. 

" The appointment of a superintendent — this is the first step to be taken. The 
members of the legislature have not the means of learning and they can not learn 
the wants of the State for educational purposes without employing a competent 
agent, who, by traveling throughout the State, will acquire facts and data upon 
which the legislature could act understandingly. Such a man would not merely 
visit the towns and villages where he would receive sumptuous entertainment and 
have the pleasure of addressing large audiences, but he would go into the sparse 
settlements, and by mingling with the farmers and obtaining their views learn what 
the people require. He would address public meetings, organize societies auxiliary 
to the Illinois Education Society, and awaken a deep interest in the subject wher- 
ever he went." 



THE EDUCATIONAL HISTORY OF ILLINOIS 107 

In the November edition of the same paper Mr. Wright continues an editorial 
discussion of the same topic. The editorial is headed, "A Superintendent of Com- 
mon Schools." It is too long to be transferred bodily to these columns but may be 
found in full in the Illinois School Report of 1885-86. The purpose of the editorial 
was to secure the circulation of a petition to the General Assembly to so amend 
the School Law at its coming session as to provide for a State Superintendent of 
Schools. The main defects of the existing law are dwelt upon and the great 
advantages of such an officer are clearly and vigorously presented. 

These petitions found their way in considerable numbers to the members of the 
General Assembly, but with the usual result. In explanation of the failure of the 
measure, Mr. Pillsbury says: "It was a bad time to secure any legislation looking 
to the expenditure of money, for the people had not recovered from the financial 
revulsion of 1837, and the State was on the verge of bankruptcy from the complete 
collapse of its gigantic schemes of internal improvements. The State was without 
means to pay its current expenses and meet interest accrued on its enormous bonded 
debt of over $15,000,000. Its warrants were not worth more than fifty cents on 
the dollar. The Go^'ernor, in a message, said that candles worth cash thirty-seven 
and a half cents a pound cost the State one dollar in its paper, and other things in 
proportion. One county petitioned to be relieved from the payment of taxes on the 
ground that all of the money in the county would not suffice to pay them." 

Whatever may have been true of others, Mr. Wright did not give up the battle. 
He was the editor of The Prairie Farmer, an agricultural paper that had the field 
quite to itself in the forties and the fifties, and he made it a voice for those who were 
endeavoring to build a school system in those early da}-s. In the May number, 
1844, he proposed an Educational Convention to be held in October and with a 
preference for Peoria as its meeting place. The convention was held and continued 
its sessions for three days. A report of the meeting may be found in the volume 
from which the preceding quotation was made. The first paragraph of the report 
suggesting amendments to the school law runs as follows : 

The Common School Convention, convened at Peoria, October 9, after due deUberation, offered 
the following system as amendatory to our common-school laws: 

1. That there be one general State Superintendent appointed by the Governor, who shall have 
a liberal salary, to be paid out of the State treasury, who shall visit all of the counties of the State, 
so far as practicable, address the people on the subject of common schools, confer with the countv 
superintendents as to the best mode to be adopted, and learn from them the condition of the schools 
within their respective counties and report the result of his labors to the next General Assembly, 
and suggest such amendments and alterations as he may deem necessarj' to perfect a general svstem 
of common schools. 

This memorial contained several other items of interest which will come up in 
their appropriate connection. It was written in full by Mr. Wright, the secretar}' 
of the convention, who presented it to the legislative committees and gave the 
arguments for the adoption of its recommendations. The document was received 
with sincere respect and it was ordered that 5,000 copies be printed for the use 
of the members and for the information of the public. It is interesting to note that 
Mr. Wright had suggested, as one of the powers of the contemplated official, the grant- 



108 THE EDUCATIONAL HISTORY OF ILLINOIS 

ing of State certificates to teachers. Indeed, he seems to have anticipated a large 
share of the reforms that the last half century has succeeded in accomplishing. 

A bill Avas introduced containing the suggestions of the memorial, but it shared 
the common fate of reform measures. Many of the features recommended were 
eliminated bv successive amendments. One thing was accomplished, however, for 
a bill making the Secretar}- of State ex officio Superintendent of Piiblic Instniction 
ran the gauntlet and received the approval of the Governor. 

The office of State Superintendent of Public Instruction was created by an act 
entitled, "An act to establish and maintain common schools," and was approved 
February 26. 1845. The fifth section of this act made it the duty of the officer to 
report to the Governor, on or before the fifteenth day of December, 1S46, the con- 
dition of common schools in the several coimties of the State ; the niimber of scholars 
in each coimtv ; the nimiber taught by males, and by females ; the number of scholars 
in attendance and the ntmiber in the cotmty under twent}* }'ears of age ; the amotnit 
of toAAniship funds; the amount annually expended for schools; the amount raised 
bv an ad valorem tax; the number of schoolhouses, together with such other infor- 
mation and suggestions as he may deem important, in relation to the school laws, 
and the means of promoting common-school education throughout the State. 

First Ex Officio Superintendent of Public Instruction. 

The honorable Secretar}- of State in 1845 was Thompson Campbell, hence upon 
him devolved the honor and responsibility of the first ex ofjia'o Superintendent of 
Public Insti-uction of the State of Illinois. The first report from the new office 
reached its destination in due time and was by the Governor transmitted to the 
" Speaker of the Senate " on the twenty-first day of January, 1847. Five thousand 
copies were ordered printed. 

In seeming material for his report Mr. Campbell addressed a circular to each of 
the school commissioners, soliciting the information to be embodied in his report. 
It is an interesting comment on the conditions of the times that he was luiable to 
receive replies from forty^five of them. His information, therefore, was far from 
complete. The duties of the office of Secretary of State were enough to occupy his 
entire attention and it was with regi-et that he attempted to add to his burdens those 
of the new office. He had little time to follow up the delinquent commissioners and 
wi-est from them the statistics for which the law called. The following summary 
will be foiuid instructive : 

In the fifty-seven counties reporting there were 1,592 schools, 46.814 scholars, 
155,715 persons imder twenty years of age, 1,328 schoolhouses, and 1,535 teachers, 
of whom 484 were females. The amotnit raised by taxation is 88.763, and the average 
of the teachers' Avages Avas $12.90. A little start had been made at district libraries 
as tAventy-one Avere reported. Of the amount raised by taxation $5,204 came from 
Cook county. To point a moral the report says: "And AA'hat has been the result? 
Their sch(^ols are in a most flourishing condition. They haA-e erected large and 
elegant schoolhouses, procured competent and accomplished teachers, and haA^e 
2,095 children in daily attendance at these nurseries of learning." Let us indulge 
the hope that the salaries aA-eraged more than SI 2. 90. 



THE EDUCATIONAL HISTORY OF ILLINOIS 109 

It is useless to dwell upon these statistics. They tell their own story. Illinois 
had been a State for nearly thirty years, yet she had made only a small beginning 
in the direction of popular education. 

Reference has been made, on a previous page, to the changes in the law by the 
amendments of 1845. Under the discussion of the topic, The Certification of 
Teachers, the growth of requirements will be exhibited. Mr. Campbell was 
appealed to by countless correspondents in various parts of the State in behalf of 
the poor teachers whose lack of requirements doomed them to retirement, but he 
urged upon the examining authorities the necessity of adhering strictly to the letter 
of the law. 

Under the Constitution of 1818 the Secretary of State was appointed by the 
governor. His term did not of necessity expire with that of the governor who 
appointed him. L^^man Trumbull was acting in that capacity when Governor 
Ford assumed office. After three months of service together, radical differences 
of opinion arose between them and Governor Ford removed the Secretary and 
nominated Thompson Campbell as his successor. The Senate at first refused to 
confirm the appointment, but wiser counsels subsequently prevailed and Mr. Camp- 
bell became the Secretary of State, and in due time the first Superintendent of 
Public Instruction. He resigned his office on December 23, 1846. He was a mem- 
ber of the Constitutional Convention of 1847, from Jo Daviess county, and engaged 
in so violent a debate with his colleague from the same county that a challenge to 
a duel resulted. Their differences were to be adjusted on the field of honor some- 
where in the neighborhood of St. Louis, but the police got wind of the threatened 
encounter and opportunely interfered. He represented his district in the thirty- 
second Congress, but seems to have occupied no other positions of importance. 

Second Ex Officio Superintendent of Public Instruction. 

The second ex officio Superintendent of Public Instruction was Horace S. Cooley, 
who was appointed to succeed Mr. Campbell, December 23, 1846, as Secretary of 
State. He was the first incumbent of the office under the Constitution of 1848, 
which provided for the election of that officer. He died April 2, 1850, thus holding 
the office of Superintendent of Public Instruction for more than three years. He 
was succeeded by David L. Gregg, of Cook county. 

In an earlier chapter the events of his administration have been given with 
some fullness. His report was submitted to the Governor in December, 1848. He 
prepared as an appendix to his report "An Appeal in Behalf of Common Schools," 
but the manuscript was mislaid by the public printer and was not discovered until 
three months later. It appears, therefore, as a separate publication. 

Third Ex Officio Superintendent of Public Instruction. 

The third ex officio Superintendent of Public Instruction was David L. Gregg, 
who served in that capacity for something less than two years. Mr. Gregg had been 
a member of the thirteenth General Assembly and was reelected to the fourteenth. 
He was a member of the Constitutional Convention of 1847 and a presidential 



no THE EDUCATIONAL HISTORY OF ILLINOIS 

elector in 1852. His report was submitted to the Governor on January 10, 1853. It 
was very brief, consisting of an inconsequential introduction written b}- himself, a 
few pages of statistical information, and a number of valuable reports from the 
cotuitv superintendents. He had a suggestion with regard to the interest on the 
College and Seminary Ftmd which undoubtedly met the approval of the college 
men, for he recommended that a portion of it should go to their institutions and 
the rest of it to the preparation of teachers. He discouraged the amending of the 
school law, vet advised such a change as should give greater compensation to county 
superintendents and would permit a majority of those voting to determine the 
amount of tax to be levied for school purposes, instead of the requirement that a 
maioritv of the ^•oters of the district must so express their desire. He reported the 
average wages of male teachers as $20.59 and of female teachers as $11.07. There 
were still 1,568 log schoolhouses against 925 frame, 137 brick and thirty-seven stone. 
There were 106 schoolhouses with more than one room and 108 school libraries. 
This discouraging exhibit was from but seventy-four counties. A fuller report might 
have presented a more cheering outlook. 

Fourth Ex Officio Superintendent of Public Instruction. 

The fourth ex officio Superintendent of Public Instruction was Alexander Starne. 
He first appears in Illinois history as a member of the thirteenth General Assembly, 
from Pike county. He was returned to the House in the fourteenth and after six- 
teen vears was elected to the Senate in 1870 and reelected to the same position foirr 
years later. In 1852 he was elected Secretary of State and was serving as ex officio 
Superintendent of Public Instruction when the law was changed. He was a member 
of the constitutional convention of 1870. He was elected State Treasurer in 1862 
and was recognized as a man of prominence in his party. He died in 1882. 

In the fall of 1853, three men, who were the first to move in the organization of 
the State Teachers' Association, went to Springfield to ask Mr. Stame, in his capacity 
of State Superintendent, to call an educational convention. This he declined to 
do, but consented to act with leading educational men in doing so. In consequence 
his name heads the list of signers issuing the call. The convention met, pursuant 
to the call, on December 26, 1853. One of the resolutions reported for discussion 
bv the committee on business ran as follows : ' ' That the convention recommend to 
the legislature the creation of an ofiice of State Superintendent of Common Schools, 
with a sufficient salary to secure the undivided energies of a man in all respects com- 
petent for said office. " 

The convention resolved to appoint a committee to memorialize the legislature 
to pass acts carrving this and other reforms into operation. The committee con- 
sisted of D. C. Ferguson, of Chicago: C. C. Bonney, of Peoria; Lucius Loring, of 
Lacon; Prof. W. Goodfehow, of the Illinois Wesleyan University; W. H. Powell, 
of La Salle Institute. 

It is not known how much this committee had to do with legislation on the subject 
here considered, but Governor Matteson included school legislation among the 
topics authorized for consideration in a call for a special session of the legislature 
to convene on February 9, 1854. He laid great emphasis upon the necessity of 



THE EDUCATIONAL HISTORY OF ILLINOIS 111 

early legislation in that direction, and thus not onh' afforded an opportunity for 
such action but made a place for it in the minds of the members by his sympathetic 
attitude. 

Hon. Samuel W. Moulton, of Shelby county, was chairman of the House commit- 
tee to whom the proposition respecting the State Superintendent was referred. He 
had demonstrated his interest in popular education and was to identify himself 
with the Normal-school movement by becoming its champion in the House tb.ree 
A-ears later and by acting as president of the Board of Education of the State of 
Illinois for man}^ years. He reported a bill creating the desired office and it passed 
the House by a vote of forty to eleven and the Senate by a vote of sixteen to five. 
While the matter was pending in the upper house, the zealous John S. Wright, on 
the 24th of February, 1854, sent " To the Honorable the President and the Senators 
of the State of Illinois" a communication which was most respectfully received and 
laid before the Senate. It ran as follows: 

A meeting of the friends of education was held in Chicago on the 21st inst., to consider the 
recommendation of his Excellenc}^ the Governor, to create the office of State Superintendent of 
Pubhc Instruction, when the following resolutions were unanimoush' adopted; 

Resolved, That in the opinion of this meeting, the cause of popular education in this State requires 
the appointment of an efficient Superintendent of Public Instruction, with a salary sufficiently liberal 
to command the services of a gentleman of the highest talent and experience; and that this meeting 
petition the legislature of this State to create such an office at the present session, independent of any 
other office or place. 

Resolved, That the rapid improvement of schools in those States where efficient and faithful 
. Superintendents of Public Schools have been employed proves beyond question the advantage and 
necessity of such employment. 

The undersigned had the honor to be deputed to present the resolutions to the legislature and 
urge the necessity of this office, but he finds with deep gratification that any effort on his part is 
unnecessary. The action of the House of Representatives — having yesterday passed the bill creat- 
ing the office, with only eleven dissenting votes — strongly indicates the concurrence of the legis- 
lature in the earnest appeal of the Executive in behalf of this office; and instead of outside effort 
being required to secure the adoption of the measure, the friends of education have only to congratu- 
late themselves that at length a legislature is convened that sees the necessity of doing something 
more than has hitherto been attempted to forward the great interests of educating the people, and 
that the first step in the onward march of reform is to get a wise, ju,dicious, competent head to our 
system of public instruction, having no other duties to distract, his attention and divide his efforts. 

May we not hope that the Senate will do even better than the House and pass this bill without 
even one dissenting vote ? 

I would respectfully suggest that the salary ($1,500) without traveling expenses is not what such 
an officer ought to be paid ; but probably to attempt an amendment at this late day would not be 
expedient. The friends of education will supply any deficiency in the salary till the legislature shall 
again convene, when any necessary alteration can be made. 

In conclusion, I can not forbear to express the deep, fervent thanks with which the adoption of this 
measure will be hailed by the earnest, devoted friends of education throughout the State. It is 
justly regarded — more than any one object presented for your consideration — as the measure of the 
session, and without the slightest hesitation or doubt will I pledge the united, efficient cooperation of 
the friends of education in the support of the superintendent in the discharge of his high, respon- 
sible duties. 

God grant that a brighter day is to dawn upon us — that such a system of education may be 
speedily devised, adopted and enforced as shall give to every child within our borders, be he high 



112 THE EDUCATIONAL HISTORY OF ILLINOIS 

or low. rich or poor, the same equal and sufficient advantages to obtain a good education, and qualify 
him to discharge any duties in life, however exalted they may be. 

I have the honor to be Your most obedient servant, 

John S. Wright. 

What recompense shall a people return to one who devotes himself thus disinter- 
estedly for years to their welfare? How can the historian give him that recognition 
that will preserve his name from the quick forgetfulness of the years? Let the chil- 
dren leani of his long service in their behalf and pass his name along to the new 
generation as that of one who merits the endless gratitude of a great people. 

Seven days later the Senate passed the bill with the vote given above. And at 
last the goal is won. The schools haxe their superintendent. And what have the 
successive occupants of that high office not done in the promotion of the cause they 
were elected to serve? Realization has far outrun expectation and the progress of 
education is mainly exhibited b}' a nan-ation of the reforms which they have brought 
to pass. 

B}- an error in the law it was provided that the Superintendent should be elected 
at the general election in 1S55 and every two years thereafter. Was this an eiTor 
of an engrossing clerk? There was no general election in 1855. It also provided 
that the Governor should appoint a fit man to hold the office itntil the election. The 
duties of the office have not radicalh- changed from that da}' to this, but the first 
incumbent was to recommend the most approved text-books, maps, charts and 
apparatus, and to urge uniformity in the use of the same; and it was made his duty 
to report a bill for a school la^A', as is shown on another page. 

The First Superintendent of Public Instruction. 

The Governor selected as the first State Superintendent of Public Instrttction 
Hon. Ninian W. Edwards, a brief sketch of whom appears elsewhere. 

He faithfully obe}-ed his instiatction with regard to the preparation of a bill for 
a school law. He was far in advance of his time on educational lines, as may clearly 
be seen by a perusal of what he submitted to the consideration of the General 
Assembly. Had that honorable body seen fit to enact his bill into a law Illinois 
would have had a statute in many particulars superior to what now ambiguously 
adorns the pages of her statute book. 

Because of the error in the law his appointment held until the general election of 
1S56 and enabled him to hold the office until his successor was chosen and qualified. 
He engaged in the exercise of his duties with the greatest enthusiasm and industry. 
He studied existing systems and combined the best features that he could find in 
all of them in his draft of the proposed law. This done, he visited all of the counties 
in the State and instructed the people with regard to its provisions, and urged them 
to press its advantages upon the attention of the lawmakers. The bill is given in 
full on an earlier page. The Teachers' Institute being in session in Peoria he 
appeared before it and explained what he had done for the consideration of the 
General Assembly. The Institute appointed a committee, consisting of Bronson 
Mun-ay, C. C. Bonne>- and Simeon Wright, to go over the measure and pass judg- 
ment upon it in the interests of the organization. 



THE EDUCATIONAL HISTORY OF ILLINOIS 113 

The bill met with almost unanimous approval in the Senate ; there were but three 
votes against it. It was less fortunate in the House, where it was at first defeated, 
buf was saved by a reconsideration and by the sacrifice of some of its most valuable 
features, notably the section making the township the territorial unit instead of the 
district. One can but speculate upon what might have been accomplished in all 
of these intervening years but for the defeat of that single section. The district 
system then fastened upon the people has withstood all of the cannonading that 
has been directed against it for a full half-century and is to-day, seemingly, as far 
from deserved death as ever. 

This great protagonist of educational reform was astounded by what he found in 
his campaign for the new law. Existing conditions were anything but encouraging. 
There was nothing approaching a unanimous sentiment in favor of the free-school 
system, the opposition being very bitter in the southern part of the State. But 
the method of collecting and distributing the State tax settled the matter in its 
favor. Property was to pay the bills, and the distribution was made on such a 
basis as to favor the poorer counties. Two-thirds of the income went to the coimties 
in proportion to the number of minors and the remaining third on the area of the 
school units. Thus the enemies of the measure were the greatest gainers. Cook 
county was the richest of the counties because of the city within its borders. It 
paid in the first year more than sixty thousand dollars and received back less than 
half that amount. The other thirty thousand went to the poorer counties, which 
received far more than they contributed. The two-mill provision was always 
popular in the sparsely settled districts and correspondingly unpopular in the centers 
of population. 

Second Superintendent of Public Instruction. 

The second Superintendent of Public Instruction was William H. Powell, of La 
Salle county. He was nominated for the office in 1856 by the delegates of the new 
Republican party and was duly- elected the following November. The term was 
but two years — a grave mistake which was soon to be corrected. So brief a tenure 
was fatal to any superior success, as one was no sooner beginning to be at home in 
his position than he was called upon to fight for his official life. 

Some of the historians have confounded William H. Powell, of La Salle county, 
and William B. Powell, at one time a resident of La Salle county but later a resident 
of Kane county, where he was for several years superintendent of the schools of 
Aurora. Mr. W. B. Powell was a candidate for the office of State Superintendent 
in 1874, being the nominee of the Republican party. That was a year of political 
upheavals and Mr. Powell went down to defeat with his party. He was a candidate 
for the nomination four years later, but was defeated in the convention. His prom- 
inence in connection with this office accounts for the historical error. Mr. Powell 
was called from Aurora to the superintendency of the schools of Washington City, 
where he remained for several years and attained a most enviable repute, He will 
appear elsewhere in these chronicles. 

W. H. Powell had been active in the promotion of the cause of education. His 
name appears in the early reports of teachers' meetings, especially in connection 

8 



114 THE EDUCATIONAL HISTORY OF ILLINOIS 

with the State Teachers' Institute. He was elected president at the Peoria meeting, 
in 1854. At the Springfield meeting the following year, the Institute determined 
to express its preference for first and second choice of a candidate for the office of 
Superintendent of Public Instruction. Within a few months the political parties 
would have their men in the field soliciting the votes of the people. It was an effort 
to eliminate the political feature in the selection of a man for an educational office. 
It was thought that neither party would care to run the risk of defeat by the nom- 
ination of a man who should be unacceptable to the school people. W. H. Powell, 
Newton Bateman, Ninian W. Edwards and Prof. J. B. Turner were nominated as 
candidates for the ballots of the Institute. Mr. Edwards and Professor Turner 
declined to be considered. When the ballots were counted it was found that Mr. 
Powell had received twenty-four; Mr. Bateman, seventeen; Dr. Cutcheon, of Peoria, 
four; Simeon Wright, two; Rev. J. Blanchard, of Knox county, three; Rev. J. F. 
Brooks, four. Dr. Cutcheon does not again appear in educational history. Mr. 
Brooks was a zealous worker for education, but only incidentally. Simeon Wright 
was a most useful and most skilful worker with men and receives merited mention 
elsewhere. Mr. Blanchard will again appear as a college president. Dr. Bateman's 
name was to become a household word. 

An attempt was made to nominate Mr. Powell for first choice by acclamation, 
but it was unsuccessful, Mr. Bateman receiving thirty-four votes to his twenty-six. 
When it is remembered that Mr. Powell was nominated by one of the great political 
parties and elected by the people it will be seen that what the teachers in their 
Institute had to say about the matter counted for something so far as their second 
choice was concerned. 

Under another caption will be found a discussion of the administration and 
reports of Mr. Powell. 

Third Superintendent of Public Instruction. 

The third Superintendent of Public Instruction was Newton Bateman. In 1855, 
the Teachers' Institute held its annual session at Springfield. Mr. Bateman was 
at that time principal of the West Side Union School at Jacksonville, and was also 
the count}' superintendent for Morgan count}'. He was present at this session of 
the Institute and came to the front by natural gravitation. The record says that 
he "delivered an instructive and interesting address upon the subject of popular 
fallacies in teaching." He made the report of the Committee on School Govern- 
ment, for which he received the cordial thanks of the Institute. It is thus seen 
that he was already prominent among the school people. He was now thirty-three 
years of age and at the threshold of his notable career. A friend who knew him 
intimatelv thus writes to Mr. Pillsbury about him: " Newton Bateman came to the 
office as the second elected superintendent while the office was yet a new one, and 
it was his lot to shape its work so far as it was not shaped by law. He had the great 
advantage of enjoying the confidence and good will of the teachers of Illinois, and 
this he never lost. His work was parth' official, i. e., what by law falls to the office; 
but I think his reports and discussions of educational questions, his addresses to the 
people and teachers, his work with the legislature to secure amendments to the 



THE EDUCATIONAL HISTORY OF ILLINOIS 115 

law from time to time and to prevent unwise tampering with it — these held the 
public confidence and did great good. He had good judgment on questions brought 
officially before him; he was judicial and judicious. He has been called the Horace 
Mann of the West; but he was less original than Mann and less a warrior; he had 
less opposition. His work was a steady, judicious pressure upon public opinion, 
and upon the character and work of teachers to elevate and inspire both. He was 
no politician; he was able to carry his points in legislation by their considerate 
reasonableness, and not by urgency or balancing of interests. He felt deeply on 
all subjects ; during the war he bore the burden of every battle as if his own brother 
and children were wounded and slain. So he carried his sympathy, his feelings, 
his sense of justice into all his vast correspondence.'' 

Newton Bateman was bom at Fairfield, New Jersey, on July 27, 1822. He was 
descended from English and Scotch ancestors and bore in his person and his char- 
acter the marks of both. His parents came to Illinois in 1833, and the boy of eleven 
began the life of a western pioneer. He early developed a love for learning 
and through his own efforts won his education, graduating from Illinois College 
in 1843. 

The original idea of his alma mater was the preparation of young men for the 
Christian ministry, and his susceptible nature ardently responded to the influences 
that environed him. Immediately after graduation he entered Lane Theological 
Seminary, where he remained for one year. Finding his health unequal to the task 
of completing his course he gave up his ambition and spent a year in travel. In 
1845 he became a teacher, engaging as instructor in an English and classical school 
in St. Louis. He had found his life-work, and henceforward devoted himself to it 
without interruption, for the rest of his working life. Without the laying on of 
hands and of clerical anointing he was to become a preacher, a lay preacher of per- 
sonal and national righteousness, until the end. His early predilection strongly 
marked his attitude toward all questions and even gave a certain character to his 
dress, for he could easily have been mistaken by his appearance for a clergyman. 
He was short of stature, with a large, Avell-shaped head, a stout frame and a sensitive 
and sympathetic face. Occasional excerpts from his reports will indicate his fond- 
ness for the themes that engaged his eloquent pen. He was widely known as an 
orator of unusual power and was recognized as an educational leader of national 
repute. 

From 1847 to 1851 he was professor of mathematics in St. Charles College, Mis- 
souri. In the latter year he returned to Jacksonville and became the principal of 
the West Side Union School. He remained there for seven years ; during the last 
four he added to his regular duties those of county superintendent of schools of 
Morgan county. In 1858 he was nominated and elected Superintendent of Public 
Instruction of the State of Illinois, and assumed the duties of that office in January, 
1859. He was soon thrown into intimate personal relations with iVbraham Lincoln 
and enjoyed the warm friendship of the great Emancipator. A completer biography 
will be found on a later page. 

His first report is a small volume of 132 pages. It was submitted to Governor 
Wood on the 15th day of December, 1860. The country was aflame with excite- 



116 THE EDUCATIONAL HISTORY OF ILLINOIS 

ment and the trying years, the pitiful years, the heroic years, were immediately 
before the unhappy countr}^ 

As Mr. Bateman was now entering upon the duties of his responsible office he 
deemed it wise to lay down the fundamental principles out of which systems of 
public instruction at state expense and under state and local control emerge, and to 
judge of existing instrumentalities from the standpoint which they afford. He 
says: "These principles are: The just moral claim of every child in the common- 
wealth to an education commensurate with the importance and dignity of his obliga- 
tions and duties as an upright and loyal citizen; the corresponding obligation of the 
State to make adequate provision for such an education for all ; the inseparable rela- 
tion of universal intelligence and probity to the strength and perpetuity of a repub- 
lican government. 

' ' Recognizing the truth and validity of these principles and the duty of incor- 
porating them more fully into the permanent educational policy of the State, the 
General Assembly, in February, 1855, passed 'An Act to Establish and Maintain a 
System of Free Schools.' This was the first strictly free-school law ever adopted in 
the State, and although amended in 1857 and 1859, most of its essential provisions 
remain unchanged. 

" Notwithstanding acknowledged imperfections, the educational interests have 
advanced and are now advancing, under the beneficent provisions of this act, with 
a steadiness and rapidity scarcel}^ anticipated by the most sanguine of its friends, 
and which may challenge comparison with the progress achieved in any other State 
within the same number of years." 

The statistical information is extremely interesting to the student of social prog- 
ress. The number of schools is increasing at the rate of approximately 800 a year. 
The number of male teachers exceeds the number of female teachers by about 
2,000. That condition of things will soon suffer radical change, for the bugles will 
call the 5^oung men of the country to the tented field and the women will take their 
places in the school. 

The highest monthly wage for a man in 1860 was $180 and for a woman was $75. 
Set over against these figures $8 and $4, respectively, as the minimum wages. It is 
evident that the high figures represent isolated cases, as the average monthly wage 
for men in 1859 was but $29.42 and the following year was 60 cents less, while for 
women they were $19.20 in 1859 and but $18.80 in 1860. These exhibits hardly 
sustain Superintendent Bateman 's optimistic note of progress. County institutes 
were held in forty- four counties, indicating that this agency for the preparation of 
teachers was coming into use. 

The period from 1856 to 1860 was marked by extreme financial depression. The 
effect upon the schools is indicated b}' the reduction of the average monthly wages 
of male teachers from $45.33 to $28.82 and of female teachers from $27.10 to $18.80. 
Teachers' salaries are among the first to drop in times of financial stress and among 
the latest to respond to the return of prosperity. 

The new school law was on trial and was undergoing no little adverse ciiticism. 
Superintendent Bateman was satisfied, after carefully canvassing the situation, that 
this was not due to the unwillingness of the people to assume the burden of taxation. 



THE EDUCATIONAL HISTORY OF ILLINOIS 117 

but to a misapprehension of the law and of the duties incumbent upon the school 
officials. He therefore began a systematic course of instruction through circulars 
and through the Illinois Teacher, and also through the assistance of the public press. 
As an immediate consequence complaints diminished in number and in vigor, 
although there was a strong sentiment in favor of the repeal of the law and of the 
enactment of a new and quite radically different law. The more conservative 
element prevailed, however, and adopted a policy of successive amendments as time 
should reveal the wiser course to be pursued. It was clear that the people of the 
State must learn by experience how to conduct the splendid enterprise which they 
had undertaken. 

Superintendent Bateman attacked the situation at its most vulnerable point. 
The law of 1855 had not made school visitation obligatory upon the commissioners. 
He recommended stich a requirement, realizing that supervision of an intelligent 
character is indispensable to the efficiency of school systems. As an entering wedge 
he advocated a compensation of not more than $3 a day for not more than one 
hundred days in an}- one year. He made an unanswerable argument in favor of 
his suggestion ; but of all conservative bodies, educational officials are usually most 
conservative. The reform was sure to come in its own time, but at the expense of 
thousands of children. Many of the commissioners were engaged in other occu- 
pations of necessity and had slight interest in education. If they had chosen to 
visit schools they would have been but blind leaders of the blind. Their interest 
ended with the securing of the commissions arising from the sale of school lands 
and from the distribution of the school fluids. There were notable exceptions here 
and there, but the emoluments of the office were insufficient to attract in any con- 
siderable numbers genuine educational leaders. As we shall see, it was to be a 
long and persistent struggle, a battle lasting for a full half century, before the county 
superintendent, the successor of the school commissioner, was to receive such com- 
pensation as to attract to the office in encouraging numbers a superior class of edu- 
cational men and women. 

He also recommended the making of the minimum school age six years instead of 
five. Many thousands of children under six were reported as enrolled in the schools. 

With regard to certification he recommended a system including two county 
certificates of first and second grade, respectively, good for two years and one year, 
and a distinct certificate good for six months in a given district onh', and a State 
certificate to be issued by a State Board of Examiners. The General Assembly 
approved the suggestion respecting the count}^ certificates, as will be seen later. 
Other minor amendments were also suggested, but they were not of sufficient 
importance to claim especial mention. 

The General Assembly made some advantageous changes in the schonl law in the 
session of 1859. Instead of electing three directors annually the tenure was changed 
to three years with the election of one each year, thus making the board a contin- 
uous body. As the method has now been in vogue for more than half a century, 
and as all attempts to change from a district to a township system have been unsuc- 
cessful, it is a fair conclusion that the people are wedded beyond the hope of divorce 
to this absurd and outgrown scheme. 



lis THE EDUCATIONAL HISTORY OF ILLINOIS 

The superintendent discussed exhaustively the question of teachers' institutes. 
If the topic had not long since passed beyond the realm of debate and become one 
of the established features of school administration, a summary of his arguments 
would be suitable for these pages. It was to be more than a quarter of a century 
before the reform for which he pleaded was to be accomplished, but it was to come 
in its own time and through the energetic administration of a later superintendent. 

Several pages of the report are devoted to the subject of primary instraction. It 
is an interesting commentary on the lack of books for teachers, that a public docu- 
ment of this character should be obliged to serve the purposes of a treatise on the 
methods of the elementary school. Side-lights of this sort indicate the primitive 
condition of public education fifty years ago. It is doubtless ti-ue that Superin- 
tendent Bateman realized the necessity of dealing with these seeming common- 
places, in the absence of suitable publications that he could commend to teachers. 
He seemed not onh- burdened with the duties of an administrative officer but also 
with the added obligation of furnishing pedagogical treatises for the use of the 
immediate teachers of the young. It was not far from this time that the pioneer 
volume for the teacher, " Page's Theon^ and Practice of Teaching," made its appear- 
ance and thus became the honored forei*unner of those almost countless volumes 
that crowd the libraries of the modem progressive teacher. 

For the improvement of the ph^-sical conditions of the school, Mr. Bateman pub- 
lished an admirable chapter on School Architecture. That it was a timely publica- 
tion is demonstrated by a single illustration out of many that are available: " The 
furniture of a certain schoolhouse consisted of a square, pine table, roughly con- 
structed, for the teacher; desks of the same material, not planed, eight feet long, 
with slabs of the same length for seats, supported b}' rough sticks driven into auger 
holes and protiiiding an inch above the slabs, for the pupils. The rest of the equip- 
ment corresponded in style and finish. Upon these fixtures, fit only for kindling 
wood, and worth less than S5, there were cut. carved, marked and scratched, the 
likenesses of things in the heavens above, the earth beneath, and in the waters under 
the earth." The stock argument used by directors in opposing anything in the 
way of improvement was the statement that the pupils would treat am-thing superior 
to this style of equipment in the same iiithless fashion, hence it wotdd be an exhibi- 
tion of the sheerest folly to subject a district to such tmnecessary and unwise 
expenditure. He considered exhaustiveh' the whole question of schoolhouse con- 
stiTJCtion and equipment and the discussion may profitably be reread to-day, 
although a half centur}- of progress has intervened with its remarkable develop- 
ment of hygienic knowledge. It should be remembered that these utterances of 
Stiperintendent Bateman were among the earliest pleas for the recognition of scien- 
tific principles in the constnaction and furnishing of schoolhouses, as well as for the 
artistic treatment of school grounds. 

A full third of the report was devoted to the State Normal Universit}-, which had 
now been in operation three years and had already made a strong impression upon 
the teaching force of the State. To this subject the writer gave himself with more 
than his accustomed enthusiasm. To that institution he looked with the fondest 
hopes. He treated the whole subject of the professional preparation of the teacher 



THE EDUCATIONAL HISTORY OF ILLINOIS 119 

with the vigor and eloquence which characterized the entire report. A quotation 
will furnish the reader with the generous method which he employed in dealing with 
educational themes: "Did the Central Railroad Company entrust the survey of 
its lines, the description of its graceful curves, the adjustment of its numerous 
grades, to a mere novice ; did a carpenter's apprentice throw that splendid bridge 
across the Illinois at La Salle? Who poised that miracle of strength and beauty 
above Niagara's 'Hell of waters'? Was the achievement of the suspension bridge 
a mere lucky hit, a first attempt of the illustrious Roebling, or was it the great frui- 
tion of his life, after years of profound study, repeated experiments and many fail- 
ures? Did the Crystal Palace at Sydenham spring at once, resplendent in its airy 
beauty and faultless proportions, from the hand of Paxton, or did it lie in his mind, 
a beautiful dream, a ' palace of the soul,' long before it rose, a poem of glass and iron, 
to challenge the admiration of Britain and the world? Who can tell the tough prob- 
lems in mechanics, in the strength of materials, in the laws of architecture which 
he was compelled to toil through; or the miniature palaces that were reared and 
crushed in despair, before the bright creation was complete ? Was a man ever bom 
a sailor; was the quarter-deck ever gained in a step; does the muscle necessary to 
haul upon the halliards or pull the ro}'al imply the seamanship necessary to lay the 
ship on her course and rectify her longitude by an astral or a solar observation? 
Would you trust your life or your merchandise for a voyage across the Atlantic to 
a freshly shipped deck hand, or to a veteran who had gained the captaincy by having 
passed through every grade of the service, whose courage had been tried in many 
a storm, and whose knowledge of nautical astronomy had been proved by bringing 
his vessel safely to her moorings a hundred times? 

"What accomplished farmer would risk the care of his herds and horses, or the 
tillage of his broad acres, to one ignorant of stock, unable to distinguish the properties 
of soils, ignorant of all rules of practical husbandry, incapable, it may be, as the 
governor of a certain western State, of distinguishing a field of wheat from a field 
of oats ? Do not all of these things require long, patient, progressive instruction, 
discipline and experience ? If you wished the portrait of some illustrious statesman, 
some cherished benefactor or friend, to speak to you from the living canvas as only 
the works of genius can, would you give the commission to a house and sign painter, 
a mere pretender to the divine art? Would you have the crude production of 
inexperience or mediocrity at any price? 

" Now in all of these pursuits the absolute necessity of preparation, of earnest, 
well-directed study, of special professional training, of express knowledge, both 
scientific and practical, is unhesitatingly admitted. No one pretends to doubt or 
question it. The same principle, the same conditions of success, the same immutable 
necessity of express preparation, undoubtedly apply to the science and art of teach- 
ing. Is it reasonable, then, to deny in the latter case what is affirmed in the former? 
Is it logical to admit the legitimacy of a conclusion under given conditions in one 
case, and reject the same conclusion under precisely similar conditions in another 
case ? But it is said that the instances cited are not parallel — that I have misled 
the mind by plausible but false analogies? Is it said that the enterprises alluded 
to are more difficult, more complicated than that of teaching, and hence that a less 



120 THE EDUCATIONAL HISTORY OF ILLINOIS 

amount of previous training is required in the latter case than in the former? Or 
is it insisted that the consequences of ignorance and failure are more disastrous in 
the former pursuits than in the latter, and therefore the motives to experience and 
skill on the part of engineers, mariners and farmers, are weightier than in the case of 
teaching? If this be so, it is indeed a valid argument against our position. But is 
it so? 

" Is it more difficult to survey the path of a railroad than to map out a life? Is 
' there not a more fearful whirlpool into which the young ma}^ plunge than that 
which boils beneath the Suspension Bridge? Is the moral mechanism which spans 
the abyss of vice and crime with the solid arch of truth and virtue less complicated 
than that required to stretch the iron rail securely across the waterj^ gulf? Is it 
more difficult to guide the ship across the sea, amid surfs and breakers and foam- 
crowned billows, than it is to guide the wayward, ardent nature of a child on its event- 
ful vo}'age across the sea of life? Does it require a profounder analysis, a nobler 
husbandry, to know when and how to drop the seed of corn and wheat into the 
shower-softened fallows of a literal soil, and rear the waving grain to its maturity 
of golden beauty, than it does to sow invisible seed in the moral garden of the heart 
and conscience, and train the plants of knowledge, truth and love to a fruitage of 
more than earthly beauty and glory? Is the former harvest richer and better than 
the latter? Did painter or sculptor ever receive such a commission as that 
entrusted to the teacher? Does he not trace lines upon imperishable tablets — is 
not his limning upon immortal canvas ? Is it not true that his work, be it good or 
bad, will survive when the stars have fallen and the sun is wrapped in eternal 
eclipse?" 

This somewhat extended quotation has been made for the purpose of exhibiting 
Mr. Bateman's method of arousing in the minds of his readers a favorable con- 
sideration of his contentions. In the reports of no other superintedent in the suc- 
cession from his time to the present shall we discover its literary parallel. Rather 
florid and over-abounding in rhetorical figures, it must be conceded, but well adapted 
to secure a reading and to the disarming of opposition. It must be admitted that he 
was stronger with the pen than in the immediate and personal contact with mem- 
bers of the General Assembly in the committee rooms of the capitol, where legis- 
lative bills were to be hammered into shape and where opponents of a more liberal 
and efficient school law were to be silenced by the fearless and tireless work of an 
aggressive protagonist. 

The remainder of the volume is principally occupied by the report of Principal 
Charles E. Hovey, of the Normal School. He discusses the organization of the 
school, the course of study, the internal management, and displa3'S as clearly as a 
verbal description can present such matters, the work which the institution is 
endeavoring to perform. 

The Fourth Biennial Report of the State Superintendent of Public Instruction 
was submitted to the Governor the 15th day of December, 1862. It covered the 
two years beginning October 1, 1860. When the preceding report appeared the 
restilt of the quadrennial presidential election was known, and, as has been stated, 
the countrv was aflame with excitement. And now the country was in the second 



THE EDUCATIONAL HISTORY OF ILLINOIS 121 

year of the dreadful Civil War. Many disasters had attended the armies of the 
North. Republican institutions were trembling in the balance,, as the crucial test 
proceeded to its happy or fateful conclusion. Meanwhile the children were growing 
and their education was an imperative duty. On October, 1861, there were fewer 
schoolhouses reported than in the previous year, which indicates that some of them 
had been destroyed or abandoned, or that some of the county superintendents had 
failed to report. The number of male teachers had fallen off only one hundred and 
twenty, while in 1862 there were fewer than in 1859, notwithstanding the increase 
in population and in the consequent number of schools. Salaries continued to 
decrease and there was everywhere indication of an arrest in the development of 
our institutional life. 

Four hundred graded schools are reported for 1862, but Superintendent Bateman 
questions the accuracy of the report. He says: "We have graded schools which 
in their principles of classification, courses of study, ability of teachers and thorough- 
ness of instruction are not surpassed by those of any other State within my knowl- 
edge, and I have visited several of the best graded and high schools in each of the 
principal cities of the Union. But that we have four hundred such schools is more 
than truth will warrant us in assuring ourselves. It is probable that, except in our 
cities and larger towns, very crude ideas are entertained by many school officers 
and even by teachers as to what a graded school is, and hence that not a few schools 
are reported of that class which have no claims at all to be so designated." It 
appears that in many instances schools employing more than one teacher were so 
designated-, although the pupils were divided among the teachers on the basis of 
numbers and not at all on the basis of advancement. 

In order that officials might henceforward understand the nature of a graded 
school a careful definition was presented and its application illustrated. Moreover, 
an elaborate argument, presenting the advantages of such a school over the primi- 
tive, ungraded school, was furnished and serves in a striking way to show the slight 
advance beyond the ideas of two centuries ago that had been made in many localities 
fifty 3^ears ago. These features of the report are dwelt upon to exhibit the work 
that Mr. Bateman found it necessary to do and also to show the sincere and skilful 
way in which he devoted himself to the task. The previous superintendents had 
either failed to realize existing conditions or had been unprepared to deal with them 
after the method of a wise schoolmaster. 

The General Assembly of 1861 amended the law for certification, providing for 
three county certificates, as recommended by the superintendent in his third annual 
report. The act of 1855 provided for only one grade of certificate, which was valid 
for two years in the county in which it was issued. No distinction was made between 
the experienced scholar and the novice. Regarding such a system as unjust and 
injurious, the educational sentiment of the State agitated the subject so vigorously 
that the legislature responded with three certificates, a first grade valid for two 
years, a second grade valid for one year, and a third grade valid in a given district 
for six months. 

The examinations for the three certificates were upon identical subjects — spelling, 
reading, arithmetic, grammar, penmanship, modem geography and history of the 



122 THE EDUCATIONAL HISTORY OF ILLINOIS 

United States. The grade of the certificate was determined b}' the relative degree 
of excellence of the candidate's examination. The superintendent formulated a 
basis for the determination of the gi-ade and pleaded, with his accustomed earnest- 
ness, for a conscientious discharge of the duties imposed upon the examiners. 

A second recommendation of the superintendent was also embodied in the law. 
He was authorized to grant life certificates, valid throughout the State, under con- 
ditions substantially determined by himself. He was authorized, at his option, to 
assume the whole responsibilit}- of the examination personally or to appoint a com- 
mittee for that purpose. He chose the latter method and the precedent thus estab- 
lished has usually been followed since. 

The first examination under this provision of the law was held at the State Normal 
Universitv, on the 2d and 3d of July, 1861, at which five teachers passed successfully. 
The second examination was held at the high-school building, at Bloomington, on 
the 24th and 25th of December, 1861, at which eighteen were successful. The third 
was held in the high-school building, in Springfield, on the 6th and 7th of August, 
1862. at which nineteen diplomas were granted. The superintendent ruled that 
Normal graduates of assured success as teachei's were eligible for certificates and 
he, therefore, awarded nine at the end of this first series of examinations. This 
policy was discontinued after a fe^^' years, for reasons best known to himself but 
without sufficient wari'ant in fact. It should have been continued, as there was no 
statutory provision against it and as its legality was not questioned. Detailed des- 
criptions of these first examinations may be found in the report under consideration 
by the educational antiquarian, should he care to aA'ail himself of them. 

The pertinacity with which State superintendents followed up the discussion of 
teachers' institutes should have been more successful in achieving substantial 
results. The seventy-first section of the school law authorized county courts and 
boards of supervisors to make appropriations for their support, but public sentiment 
was not vet aroused to the point of securing action on the part of these bodies except 
in comparative! V few counties. In general it may be said that where there were 
energetic school commissioners all of the privileges of the law were utilized. "\ATiere 
there were not, but little was accomplished beyond what a low public opinion seemed 
to be satisfied with. Superintendent Bateman formulated a plan for their organiza- 
tion and maintenance, but we shall be obliged to wait until the days of Henr}' Raab 
and his remarkable assistant, William L. Pillsbury, before we shall be able to chron- 
icle much in the way of substantial success. The scheme here referred to recom- 
mended a State appropriation of $2,000 per annum as an institute fund. All insti- 
tutes were to be held under the direction of the Superintendent of Public Instruction 
if they were to participate in the appropriation. No institute was to be held officially 
except upon the application of at least twenty-five acting teachers of a county, made 
to the superintendent through the commissioner of schools of the count}'. Upon 
the receipt of such an application it was to become the dut}- of the superintendent 
to call, organize and conduct the instittite either in person or by proxy. Each person 
appointed and emplo}-ed in the conduct of the institute was to receive as compen- 
sation the sum of S2 a day and all necessar}- traveling expenses. All bills were to 
be properly certified and sent to the superintendent. No institute was to continue 
for less than five davs. 



THE EDUCATIONAL HISTORY OF ILLINOIS 123 

Some of the remaining features of this report were : A strong plea for making the 
office of school commissioner of some educational value; another careful discussion 
of the township system: a recommendation that trustees be elected one each yesLv; 
a plea for allowing teachers pay for the time spent in attending institutes ; a vigorous 
commendation of the Illinois Teacher; an urgent appeal for additional sinews of 
war for the office of the State Superintendent. It is interesting to note that the 
entire appropriation for the office was $2,400, the superintendent's salary being 
only $1,500 and that of a clerk $750. 

There is an essay on " The School and the State," meriting a place in permanent 
educational literature, and another on " Moral Education" which is worth studying 
for additional light on our present problems. 

The voice of the people called the Democrats into power in 1862 and Mr. Bateman 
was succeeded by John P. Brooks. He was soon to return, however, and we shall 
hear much of him for several succeeding terms. 

Fourth Superintendent of Public Instruction. 

Mr. Brooks served a single term of two 3'ears. His report covered the third and 
fourth years of the War. As would be expected, the unhappy struggle in which the 
nation was engaged told sharply upon all educational interests. Thousands of yoimg 
men were missing their only opportunity to acquire a literary education, but they 
were undergoing an experience that would be of priceless value to them and to the 
nation. 

The number of male teachers in 1864 was approximately one thousand less than 
in 1862. The women had come to take their places, their number having increased 
more than two thousand in the same period. It is quite possible that the educational 
revolution for which the war was mainly responsible in the early sixties would have 
occurred within the next score of years without so grave a cause, but it is certainly 
to be deplored that the male teachers threaten to become an extinct species. 

The wages of the men had increased $5 a month in the two years and those of the 
women $3. Thirty dollars was now the average for the men and $19 for the women. 
In certain localities there was a strong prejudice against the employment of women. 
Especially was this true in the counties of southern Illinois, in which the population 
was largely German. The necessities of the situation, however, were producing a 
change in sentiment which could not have been accomplished in any other way. 
The men were at the front and were not available. If there were to be schools the 
women must do the teaching, or at least a large part of it. 

The enormous expenses incurred in carrying on the war had the logical effect of 
inducing economy in public expenditures where it was possible, yet the State was 
prosperous because of the high prices of farm products when estimated in the 
depreciated currency of the time. Com sold at a dollar a bushel and a dollar was 
a dollar when it came to the payment of debts incurred before the war. The ' 'green- 
back" was the only circulating medium, as the precious metals became matters of 
merchandise, whether coined into money or not, and their prices were quoted along 
with other objects of exchange. 

A study of these old reports reveals the points of especial inefficiencv in the school 



124 THE EDUCATIONAL HISTORY OF ILLINOIS 

law and the efforts that were making to improve existing conditions. There was 
one point upon which all leaders of educational thotight and practice were agreed. 
It was obvious that little could be done in the way of improA-ement in the teaching 
of the children -nnthout a more efficient system of supervision. In consequence the 
reports were filled with discussions of methods of increasing the efficienc}- of the school 
commissioners. Following the lines established by his predecessors, Superintendent 
Brooks argued the question from every possible angle. One must conclude that 
edvicational reforms come with the greatest difficulty. These men talked against 
the north -\\-ind, for more than twenty years Avere still to pass before there was to be 
much jn the wa}- of relief. 

Conventions of county superintendents are now familiar gatherings. Superin- 
tendent Brooks did a piece of pioneer work when he succeeded in getting twelve of 
the one hundred and two commissioners together on October 1, 1863, at Blooming- 
ton. He was so much encouraged with even this humble beginning that he called 
a second convention in Springfield on the 29th of December of the same vear. Forty 
were present and the disctissions were of the most practical character. This conven- 
tion recommended several amendments to the school law, the first of which was 
the changing of the name of the count}- commissioner of schools to that of the county 
superintendent of schools. Provision was made for perpetuating the body as a State 
organization. Two men were selected as a committee to prepare a constitution. 
Their names were to become household words in educational circles. They were 
Daniel Wilkins, of McLean, and John F. Eberhart, of Cook. 

As a further indication of A^'hat the school people were thinking about, the pro- 
gram of the State Teachers' Association is interesting. The tenth annual meeting 
was held at Springfield in December, 1S63. Here are some of the topics that were 
discussed : Compulsory attendance legislation ; an agrictdtural college ; State teachers ' 
institutes; an extension of the term of office of the school commissioners to four 
years: the management of the Illinois State Normal Universit}-. The following 
resolution shows that the hearts of the teachers were beating to the music of the 
Union : 

That as the hands of traitors are still raised for the destruction of this, the best of governments, 
we feel it our duty to renew our expression of unswerving lidelitv to our countrv, and pledge an 
unconditional support to every efficient means for the suppression of this unholv rebellion ; that we 
will endeavor to instil into the minds of the rising generation a deeper love of freedom and of repub- 
lican institutions, and a spirit of patriotism which will prompt them, if need be, cheerfullv to lay 
down their lives in defense of their countrv. 

On the subject of State Institutes the resolutions recommended an elaborate 
organization. They proposed a system of institutes under the auspices of the State 
Normal University, to be held iii each and eA^ery count}' in the State. The plan 
contemplated the separation of the State into three districts of thirt}--four counties 
each, to be known as State institute districts. The institutes in each district were 
to be conducted by a sttperintendent of instittttes, assisted b}- sttch members of the 
Normal classes as might be designated b}- the principal of the State Normal Uni- 
versit}', and such other persons as by their experience should be competent to give 
instruction. 



THE EDUCATIONAL HISTORY OF ILLINOIS 125 

Institutes were to be held in each county of the State at such times as should be 
decided upon by the Board of Managers in cooperation with the school commissioners. 

The Board of Managers was to consist of the faculty of the Normal University 
and three superintendents of institutes to be appointed by the State Board of 
Education. 

The county commissioner was to be the president of the institute in his own 
county, although the institute might elect at its option. He was authorized and 
required to give notice of the institute in the county papers and by circulars sent to 
each town in the county and also to provide a suitable place to hold the institute. 

The course of instruction and the statistics of each institute were to be reported 
by the superintendent to the principal of the Normal University, and by the school 
commissioner to the Superintendent of Public Instruction. Teachers were to be 
permitted to close their schools during the sessions of the institute and they were to 
receive their pay as if their schools were in regular session, provided they attended 
the meetings. 

A committee of five was to be appointed to elaborate the details of this plan and 
to embody its provisions in the form of a bill to be introduced into the next General 
Assembly. 

This elaborate plan came to little or nothing in the wa}' of practical results. Its 
discussion assisted in keeping alive a warm interest in the institute question, and 
in that way served a useful purpose, perhaps. 

It was further resolved by the Association that the term of office of the commis- 
sioner of schools should be doubled. We shall soon see that very desirable reform 
accomplished. But to return to the report of the superintendent. 

Generous space is given to the Normal University. Unstinted praise was 
bestowed upon its management. The ordinary reader might conclude that the 
report expressed the genera] sentiment of the people respecting the institution. 
The conditions in that respect, however, were far from satisfactory. On the part 
of a considerable portion of the older teachers and school officers and, as well, of 
the legislators, there was a deep-seated prejudice against the whole scheme for the 
professional training of teachers. Unfortunately this sentiment was shared by a 
majority of the college and university men. The existence or possibility of a 
science of education and of a consequent art of teaching was flatly denied. Pres- 
ident Edwards and his devoted associates at Normal were obliged to endure, with 
such philosoph}- as they could command, misrepresentation, abuse and ridicule in 
what they felt should be the house of their friends. The present generation can 
have slight conception of the heroic struggle through which the Normal schools won 
their way to their present universal recognition. 

In the chapter devoted to the University of Illinois will be found an account of 
the early movements to secure vocational education for the industrial element in 
our population. Superintendent Brooks made a strong plea for the establishment 
of a State Industrial University in the report under consideration. The argument 
was unanswerable and exhibits the character of the appeals that thinking men were 
making to the public in the interests of working men and women. Education had 
been the privilege of the few. The subjects of instruction were chosen for the 



126 THE EDUCATIONAL HISTORY OF ILLINOIS 

preparation of those who sought the professions. The old curriculum still possessed 
the schools. The voices that now begin to be heard are those of that spirited van- 
guard who had the vision to recognize the educational necessities of the new epoch. 

The movement had received a tremendous impulse through the Congressional 
Act, passed July 2, 1862. Notwithstanding the engrossing character of the war, far- 
, seeing men had recognized the supreme use to which a generous part of the landed 
possessions of the general government should be devoted. By this historic act each 
loyal State received a donation of 30,000 acres of land, or its equivalent in scrip, for 
each senator and representative in Congress, according to the census of 1860. To 
avail itself of this magnificent gift it was necessary for the State to provide a college 
for the benefit of agriculture and the mechanic arts. In what other way could the 
public lands so efficiently promote the welfare of the nation as to furnish foundations 
for institutions of learning? The proceeds of their sale thus became a fund in per- 
petuity whose interest should forever be devoted to the development of those spiritual 
qualities which alone make a people great. 

The share of Illinois amounted to 480,000 acres. Under the conditions of the 
law it devolved vipon the State to restore any portion of the derived fund that 
through accident or contingency should be diminished or lost. 

With regard to the part played by Illinois in the inauguration of this unsurpassed 
enterprise, Superintendent Brooks writes: "It is a source of just pride and con- 
gratulation that the first efficient impulse given to public opinion upon the subject 
of national industrial education originated in our own noble State. To Illinois 
belongs the high honor of inaugurating this beneficent social enterprise and of making 
the first organized movement toward the amelioration of the producing classes, by 
proposing means for the specific and higher education of the toiling masses of the 
nation. The earliest published record of organized effort for purposes of industrial 
elevation in the United States, so far as is now known, are those of the convention 
of 1851, which was held in the town of Granville, Putnam county, in this State." 
Further details of this epochal convention will be found in the chapter referred 
to above. 

Another topic alluded to by Superintendent Brooks gives additional value to his 
interesting volume. He appeals to the patriotic and philanthropic impulses of the 
people in the interests of a State Orphan School. The smoke of the cannon had 
not yet disappeared from the fields of strife and the end was not clearly in sight, 
but the children of the fallen heroes were everj^where reminders of the sacrifice which 
the State was making in helping to preserve the integrity of the nation. Their 
helplessness made an irresistible appeal to the gratitude of the commonwealth. 
Only a few years were to pass before a generously supported institution was to 
embody the suggestions of this discussion and rescue from the unhappy fate of 
ignorance thousands of those dependent wards of the nation. 

Superintendent Bateman Again. 

In the fall of 1864 Newton Bateman was recalled to the office of Superintendent 
of Public Instruction. Illinois returned to her former political alignment under 
the leadership of her illustrious son, then at the head of the nation. Superintend- 



THE EDUCATIONAL HISTORY OF ILLINOIS 127 

ent Bateman's report, issued two years later, throws much hght upon existing con- 
ditions. 

A large part of the report was written b}^ himself. It was submitted to the Gov- 
ernor on the 15th day of December, 1866. It is marked throughout by the trium- 
phant spirit of a victor. Four years had passed since his last report. He pictures 
the contrast between that despairing time and the present with its abundant prom- 
ises of peace and prosperity? He says: "It is again my privilege to speak to the 
people of Illinois, through their representatives in the General Assembly, upon the 
great themes of popular education. How changed the scene; how different the 
circumstances of the coimtry! Treason, at least armed and insurgent treason, is 
dead. The great slave-empire that was to rise upon the ruins of the republic is 
itself in ruins, its legions vanquished, its banners in the dust, its hopes perished, its 
chieftain in prison awaiting the outraged majesty of the law, and if suffered to live 
still doomed to scorn and to the infamy of baffled and defeated treason. The vast 
armies of the Union have quietly dissolved their organizations, returning their 
muskets to the arsenals of the government, or exchanging the honored ' blue ' of the 
soldier for the garb of the citizen ; and a million brave men, who were but yesterday 
in the tented field, the invincible avengers of the nation, are to-day engaged in peace- 
ful pursuits, as modest and unassuming as if they had not filled Christendom with 
wonder and inaugurated the Heroic Age of American History." 

His observations upon the educational aspects of the war should have at least a 
small place in these pages. He sees "the vitalizing power of popular education 
upon the national armies in times of war. Never before were such vast armies 
assembled of whom so large a portion could read and write, while the number of well- 
educated and even liberally educated men in the Union armies was entirely without 
precedent." He submits many statistics showing the ardenc}^ with which the stu- 
dents in the colleges abandoned their benches and their books and foUowed the 
bugles and the drums, and deduces his arguments for the necessit)^ of the school in 
order that the heart and the brain may be trained to meet the supreme exigencies 
of national life. 

These facts are related to the history of education only in so far as they seem to 
demonstrate the effectiveness of the educated man as against the uneducated. 

At the close of the war there was marked activity in the erection of new school- 
houses, especially in the villages and towns. Communities vied with each other 
in the character of these structures. In 1866, 1,122 buildings were erected and at 
an average cost of $1,357." Many $10,000 houses gave evidence of the new enthu- 
siasm for popular education, and even $40,000 was not an extraordinary expenditure. 
It is to be remembered that $500 would build then what would now cost three or 
four times as much. The prices of products had been high through the war, the 
returns from the farms had been generous, and liberal expenditures were not unusual 
along the lines where public sentiment had been developed. In not a few cases a 
spirit of extravagance was manifested and mortgages were assumed that became 
burdensome in the soberer years that were to follow. 

The General Assembly of 1865 made some important changes in the school law. 
Notably, the school commissioner becomes the county superintendent of schools 



128 THE EDUCATIONAL HISTORY OF ILLINOIS 

with a four-year tenure of office and some slight increase in his compensation. The 
change of name was significant and marks an advance. When the office was created 
its duties related especially to the public lands. The people were so impressed with 
their endowment that all other considerations assumed minor significance. The 
commissioners had little to do with education of the children. Later the crying 
need of supervision to be exercised in controlling certification and the management 
of schools resulted in an extension of the functions of the commissioner. Now that 
the school lands were mainly disposed of the office took on a new meaning. County 
superintendents were required among other duties to visit each of the schools in 
their counties at least once each year and to be real supervisors so far as their abilit}' 
wotold permit. They were made the official advisers and constant assistants of the 
school officers and teachers of their counties and were to encourage the formation 
and assist in the management of county teachers' institutes, and labor in every 
practicable wa}" to elevate the standard of teaching and to improve the condition 
of the common schools of their counties. Their compensation was increased by an 
allowance of $3 a day for an}^ number of da}'s not exceeding two hundred in an}^ 
one year. This secured a salary of at least S600 and the percentage for the sale of 
school lands and for the distribution of revenues. Further, countv courts and boards 
of supervisors were authorized to make additional appropriations to county super- 
intendents for their services, if deemed advisable, and they were also permitted to 
make appropriations for the support of teachers' institutes. 

A new classification of certificates was provided as the number was reduced from 
three to two, the first grade being good for two years and the second grade for one. 
Qualifications for certificates were not specified further than to declare that the can- 
didates must be competent to teach the subjects named in the law of 1855. Exam- 
inations were to be held quarterly in such parts of the cotmtv as would be most 
convenient for applicants and no fee was to be charged for a certificate. 

Two important changes were made in the sections of the law relating to the State 
Superintendent. The term was changed from two years to four and the salary of 
the office was changed from $1,500 to $2,500. 

It has been seen with what reluctance the school law was so amended as to make 
local taxation for the support of schools mandatory. In those early days the col- 
lector of taxes seems to have been the least welcome of visitors. Indeed, the times 
were anything but prosperous, and the raising of sufficient mone}' to meet the 
demands of that strenuous officer was often a matter of no small moment. The 
law of 1855 has now been so amended as to peiTnit no one to vote at any district 
election for the raising of money who has not resided in the district for at least 
thirty days preceding the election, nor unless he shall have paid a tax in that dis- 
trict the preceding year, or shall have been assessed in the district the year in which 
the election is held. There were other changes of more or less importance, but they 
will appear under their appropriate headings. 

Notwithstanding the provision of the law with respect to school visitation, twenty- 
six per cent of the schools were unvisited in 1866. Inadequate compensation and 
lack of interest on the part of the county superintendents and other officers explains 
this unforttmate condition. Indeed, there was a strong disposition in some quarters 



THE EDUCATIONAL HISTORY OF ILLINOIS 129 

to abolish the office. Superintendent Bateman felt it necessary to make a vigorous 
argument against such a possibility. He contrasted their treatment with that of 
the other county officers, and appealed, with all of the earnestness at his command, 
for greater consideration for the children whose interests are so dependent upon 
good supervision. Progress must of necessity be slow in an unlearned generation, 
since it has but few who are able to appreciate the value of an education. 

The General Assembly had not yet made any adequate provision for the traveling 
expenses of the superintendent nor had it provided him a deputy. Mr. Bateman 
now directed his batteries upon that body for relief. His previous appeals seem to 
have accomplished encouraging results. It is a sad commentary upon public senti- 
ment that a considerable part of a biennial report is found to be occupied with efforts 
to secure the pitiful sum needed to put a State department on its feet. 

The college is an inheritance from a remote past. It had existed for the few. 
The public school, at the time under considei-ation, was a late product of democracy. 
Between its highest grade and the college was a gulf that had been bridged by the 
academy — a private institution and also for the few. The public high school was 
in the early stages of its development. In consequence of these conditions many 
college men were not as active in promoting the interests of the public schools as 
would be expected. Mr. Bateman recognized this fact and devoted a dozen pages 
of his report to a discussion of the "Relation of Colleges to Public Schools." Such 
an article throws a light upon the situation that could be obtained elsewhere with 
difficulty. The high school was obliged to encounter the hot opposition of many 
private academies and other institutions of about the same grade, that were mas- 
querading under the name and charter of " Colleges." 

Superintendent Bateman 's treatment of these institutions may be illustrated by 
quoting a single paragraph from this discussion : 

I remark, therefore, that it is not the province of public schools to confer the higher and severer 
culture of universities and colleges; they can not do it; they should not attempt it; it is aJDSurd. The 
moment that a college complains of the damaging rivalry of public schools, either that college should 
be deprived of its charter, as unfit to wear the honored name, or that public school should be forced 
back into its appropriate sphere. High schools are a legitimate and most valuable part of every 
good public-school system, and if there are any colleges, not to say universities, that find themselves 
unable to compete with such public high schools, let them perish by the competition ; the cause neither 
of learning nor of truth or honesty, will suffer by the catastrophe. Such so-called colleges are pre- 
tentious cheats. The curriculums of all public high schools should end, and nearly all do end, sub- 
stantially where the true college course begins. It is not colleges, therefore, but second-rate high 
schools, preposterously called colleges, that crv out against the monopoly of the higher depart- 
ments of the public-school system. To real colleges, sitting serene and calm upon the upper heights 
of learning, the mothers of severest culture and profoundest philosophy, the idea of jealousy toward 
the public high schools, of whatsoever department or grade, may provoke a smile but nothing more. 
The}^, on the contrary, thank God for the millions thus brought into the outer courts of the beautiful 
temple of knowledge, knowing that the number of those that will there be fitted to approach the inner 
sanctuary will be vastly multiplied. 

He defines the place of the college as carefully and as accurately as he has that 
of the public school, and shows clearly what it may expect from a large growth of 
public schools. He declares that the lower schools must really draw their life and 

9 



]30 THE EDUCATIONAL HISTORY OF ILLINOIS 

inspiration from these higher institutions that deal with the real material of educa- 
tion. ■ He refers to the noble history which is their priceless treasure and vividly 
portrays the immeasurable infiuerice of the Christian college. He makes clear the 
case of the Normal school, whose establishment has aroused the quick fears of some 
of the college men, and shows wherein such an institution makes for the especial 
advantage of the college instead of becoming a dangerous competitor. The possi- 
bilities of the coming j^ears, under the new order established by the results of the 
war, entrance him and he endeavors to inspire his readers with the vision that is 
disclosed to him. The old order is gone, never to be restored. " Restore all things 
as they were, the constitution as it was, the government as our fathers made it! 
Turn back the sun upon the dial of Ahaz! Roll the waves of Lethe over all the bloody 
past! When the maiden forgets her slain lover; when the widow remembers not 
her dead husband, and orphan children revere not the name of father; when white- 
haired parents think no more of the noble bo}^ who went forth with their blessing, 
but came not back; when vacant places in the household shall be filled by the lost 
ones again, and the familiar step shall tell of the dear one's coming, and the loving 
tones shall fall once more upon the ear, and hands that are dust shall again be clasped 
and fieshless arms be stretched forth in love as of old." 

These quotations may assist in understanding the means that the eloquent and 
emotional leader emploj^ed to advance the cause for which he stood — the harmoniz- 
ing of all the parties engaged in the education of the children of the people and 
rallying them around the common free school. 

A second extended essay in the same report is entitled "The American Idea of 
Popular Education." Its purpose is the education of the public that stands behind 
the common school and upon whose conceptions of its function it must rely. He 
who reads these essays and wonders at the method of treatment fails to appreciate 
the task which Mr. Bateman had set for himself, and fails as well to understand the 
far cry from the public-school sentiment of to-daj^ to the popular estimate in which 
they were held nearly a half century ago. The writer of these lines was then a 
yotmg man and well recalls those early days and the struggles of the educational 
leaders, and especially remembers this ardent advocate of universal education. 

In the report under consideration appears an effort on the part of President 
Edwards, of the Normal University, to ascertain the condition of public sentiment 
respecting the work of the institution under his charge. Realizing the necessity of 
a vigorous campaign against the opponents of professional training for teachers, he 
addressed a circular letter to a number of prominent educational men, asking for an 
expression of opinion respecting the success of the graduates and also for a statement 
of the repute in which the school was held by the communities with which they 
were familiar. The effort and the results throw further lights upon the times. 

These letters were addressed to county superintendents and to the leading town 
and city superintendents, and also to prominent professional men whose familiarity 
with public affairs gave them a rare opportunity to understand public opinion. The 
letter bears date October 29, 1866. The school had now been in operation for nine 
years, four of which were under the new administration. Responses were received 
from fourteen county superintendents, eight town and city superintendents, and 



THE EDUCATIONAL HISTORY OF ILLINOIS 131 

eighteen others who were variously members of school boards, lawyers, physicians, 
clerg^^men and bvisiness men. They were fairly distributed over the State but 
were quite exceptional in that they were generally prominent. The replies are 
characterized by candor. The great majority indicate that the graduates and under- 
graduates are doing well and that the school is winning a growing appreciation. A 
few failures are noted, especially in government and in lack of the culture that is 
usually fotmd in the college graduate. Up to this time the practice school had been 
limited in size and in supervision so that there was slight opportunity for the students 
to engage in actual teaching. Moreover, the qualifications for admission were very 
low, most of the students having had little or nothing beyond the eighth grade of 
rural schools. This expression of confidence was immensely encouraging to the 
faithful workers in the Normal school. 

The change of tenure of the superintendent from two years to four, by the law 
of 1865, brought the election midway between the national elections. To some 
extent this separated it from a purelj^ political contest and made an election in some 
fair degree a reward of merit. Mr. Bateman was renominated by acclamation and 
was elected in the following November. On December, 1868, he published the 
Seventh Biennial Report of the Superintendent of Public Instruction, which was the 
fourth that he contribtited to the official literature of education in Illinois. 

Here are some of the interesting statistics: 

The whole number of graded schools reported in 1867 was only 565 and the 
increase in 1868 was but sixty-nine. The contrast of that period with this is striking. 
These schools constituted but five per cent of the whole number in the former year 
and but six per cent in the latter. Even this number is more likely to be too large 
than too small on account of the disposition to make a good showing. It is thus 
seen that the ungraded school is still occupying the field, or at least ninety-five per 
cent of it. The number of private schools shows a steady decrease while their 
attendance shows a marked increase. In 1865, 742 such schools were reported, 
while in 1868 the number had been reduced to 584. The attendance meanwhile 
had increased from 22,000 to 37,000, showing the law of the survival of the fittest 
to be energetically doing its beneficent work. The number of schoolhouses increases 
about 700 a year, and at an average cost of about $3,500. This indicates a large 
increase in recent years in the number of superior buildings. Let it not be forgotten 
that this fine result is all accomplished through local taxation and by a vote of the 
people. Assuredly the common school is growing in popular favor. Some of the 
old houses are still in use, however, "pictures of filth, and squalor, and dampness, 
and low ceilings (some of them under six feet), and horrible atmosphere, and general 
discomfort, dilapidation and ruin, from which one is almost tempted to turn to the 
calendar to see in what 3'ear of the world such things can be." Suitable methods 
of heating and ventilation are urged upon the attention of school officers, showing 
that the crusade for the same ends so energetically on in the year 1911 was stren- 
uously urged more than twoscore years ago. It is of passing interest to note that 
there was an average daily attendance of about 250,000, with an average of some- 
thing more than twent}'-four to the school, in 1867, and an average daily attendance 
of 20,000 more in 1868, with an average of more than twenty-five to the school. 



U2 THE EDUCATIONAL HISTORY OF ILLINOIS 

Now that the war is over the men seem to be eoming baek into the schools. I806 
shows an increase of about 000 over 1865, and 1867 and 1868 show a larger increase 
over their immediate predecessc^rs. The number of women, meanwhile, diminishes. 
The wages of male teachers fell oft" in 1867, but in 1868 reached an average of $42.40, 
the highest point thus far attained. The wages of women show a more marked 
advance, moving from §24.96, in 1865, to §32.80 in 1868. 

The report of 1869-70 closes the period under the Constitution of 1848, an organic 
act so inadequate to the needs of a superior people that there were none to regret 
its abandonment. It ushers in the new period with the Constitution of 1870 as the 
fundamental law of the land. 

"While Article \'III is distinctively the educational article it is by no means the 
only part of the constitution bearing upon popular education. The "Bill of Rights," 
Article 2. Section 3, removes the whole question of religious faith from the conditions 
of certification. At the same time it protects the schools against the presence of 
immoral teachers. 

" The General Assembly shall not pass local or special laws, pro^"iding for the 
management of common schools." Art. 4, Sec. 22. 

Section V provides for the election of a State Superintendent of Public Instruc- 
tion. The office is thus removed from the possibility of discontinuance by the 
General Assembly. 

Other articles and sections cover all of the multitudinous points involved in eligi- 
bility to office, right of suft"rage, reports, etc. 

Article Ylll marks a distinct epoch in the educational history of the State in that 
it pro\"ides that the advantages of the schools are to be enjoyed by all of the children 
of the State. No longer are the poor prisoners of fate who wear a black skin to be 
denied the opportunity of entering into the common heritage of cultui'e. 

The proviso that no part of any public fiuid shall be used for the support of sec- 
tarian schools is another of the advanced positions assumed by the fundamental 
law. Illinois derived great profit from the "extraordinary and startling spectacle" 
exhibited in another State, where large sums of mone}'. belonging alike to all of the 
people, were diverted to the uses of particular sects. 

Another section protects the public, or is devised for that purpose, against the 
possible participation of school otficials in the profits accniing to the sellers of com- 
modities purchased by school authorities. 

The document is so easy of access that further description of its provisions 
need not be gi\"en here. It is enough that the constitutional convention gave to 
Illinois an organic act conceived in the spirit of broad statesmanship and disinter- 
ested patriotism. After forty years little need has been found for any material 
amendments. 

The report of 1871-72 is of especial value historically because it records the 
changes made in the school law b\' the twenty-se^-enth General Assembly, a leg- 
islature that gave more careful attention to the needs of the common schools than 
any of its predecessoi-s. The law of 1865 was an advance upon preceding legisla- 
tion, but the law of 1872 was in the nature of a careful re^"ision, although it left 
much for its successoi-s in office. There were fourteen modifications of the exist- 



THE EDUCATIONAL HISTORY OF ILLINOIS 133 

ing law and sixteen additions of importance. Several of these will appear again 
under other headings, but it is deemed advisable to tabulate them here for con- 
venience of reference: 

1. Apportionment of Funds. 

Under the old law the auditor had one basis of distribution to the counties — one-third in pro- 
portion to territorial area and two-thirds in proportion to the number of persons under twenty years 
of age ; the county superintendents had another basis of distribution to the townships — ■ one-third 
in proportion to territorial area and two-thirds in proportion to the number of persons under twenty- 
one years of age; and the township trustees had a still different method of distribution to the dis- 
tricts — one-half in proportion to the number of persons under twenty-oiie and the other half in 
proportion to the number of pupils reported as in attendance on the schedules of the teachers. Under 
the new law the method is the same for all — in proportion to the number of persons under twenty-one 
years of age. Under the old law one must be white to be counted; now all are counted. 

2. Visitation of Schools. 

Visitation is no longer obligatory unless directed by the county board. 

3. School Elections. 

Election day is changed from Monday to Saturday. All special limitations upon voters when 
levying of taxes is involved are removed. Evidently the public purse strings are loosening. 

4. Tenure and Residence of Township Treasurers. 

Changed from two years to one. Must be residents of their respective townships. 

5. Altering District Boundaries. 

Takes such power from trustees and leaves it to a vote of the people. 

6. Use of Schoolhouses. 

Empowers directors to permit use of schoolhouses for certain purposes. 

7. Custody of District Funds. 

Puts them into the hands of the township treasurers. 

8. District School Tax. 

The power of directors was unlimited in the levying of a tax for the support of chools. They 
are now limited to two per cent. 

9. District Bonds. 

Districts could make an annual bond issue of five per cent of the property of the district, if 
they so voted. Now the aggregated bonded indebtedness must not exceed five per cent of the 
taxable property of the district. 

10. Duration of Schools. 

Old law — a six months school or no share of the public funds. New law — six changed to 
five, but directors may extend school to nine months without a vote of the district. Tax for sup- 
port, however, must not exceed two per cent. 

11. Payment of Schedules. 

Monthly or ten per cent interest under certain conditions. 

12. The School Month. 

Changed from calendar month, excluding Saturdays, Sundays and lawful holidays, to twenty- 
two days actually taught. 

13. Holidays. 

"Teachers shall not be required to teach on legal holidays. Thanksgiving or fast days appointed 
by State or National authority." 

14. Compensation of School Officers. 

The compensation of county superintendents had finally reached $5 a day for official services 
actually rendered, in addition to three per cent of the proceeds of land sales and two per cent of 
the amount distributed, paid out or loaned. The amended law says their compensation shall be 
fixed by law, and the Fees and Salaries Act retained the commissions and allowed them $4 a day 
for all other duties and left the number of days to the county board. In Cook the $4 was doubled. 



134 THE EDUCATIONAL HISTORY OF ILLINOIS 

There are minor changes in addition to these but they need not be enumerated. 
All of these are in the right direction. 
And now for the new provisions : 

1. Consolidation of Fractional Townships. 

A provision enabling weak townships to unite with other townships and thus to be made able 
to support schools and reduce the number of school officers. 

2. Delivery of Poll Book, 

Officers who neglect to file the proper evidence of an election and thus hazard the existence of 
schools are to be punished. 

3. Deduction of Debts. 

A provision requiring districts that are in debt to provide for their legal obligations when 
united to other districts. 

4. Township High Schools. 

A most admirable addition to the law, the conditions being substantially the same as in the 
present law. . 

5. Statistics of Illiteracy. 

Directors must report the number and names of illiterates above the age of twelve and under 
twenty-one. The purpose is obvious. 

6. Financial Statement of Directors. 

Must make a detailed written report to voters on election day and must transmit a copy of same 
within five days to township treasurer. 

7. Statement of Uncollected Taxes. 

Must be given to township treasurer by directors if he requires it. 

8. Special Powers and Duties of Directors. 

Must prescribe branches of study, text-books and apparatus to be used, and must enforce uni- 
formity of text-books; must not permit text-books to be changed oftener than once in four years. 
May suspend or expel incorrigibles and no action shall lie against them. May provide that children 
shall not be confined in school more than four hours daily. 

9. New Branches. 

This addition to the law marks a new departure. It came about through the nature-study 
propaganda that had been going on for some 3'ears. 

Elements of natural sciences, physiology and laws of health added to examination for certificate. 
On request of directors these subjects may be omitted from requirements in special cases. Vocal 
music and drawing may be taught if prescribed by directors or requested by vote of district. 

10. Loaning District Funds. 

If district acquires surplus fund, directors may request treasurer to loan same under terms 
prescribed in other cases. 

11. Removal of Delinquent Directors. 

County superintendent may remove them and order a new election. 

12. Perversion of School Funds. 

Appropriation of public funds to schools under sectarian control emphatically forbidden. 

13. Traffic in School Books. 

Teachers and school officers forbidden to have any pecuniary interest in any appliances used 
in the schools under their charge. 

14. Election of Boards of Education. 

Towns of not less than two thousand and not under special acts may elect Boards of Educa- 
tion consisting of six members and three for each additional ten thousand. 

15. Reorganization under the General School Law. 

Schools under special laws may reorganize under the free-school law. 

16. Schools in the City of Chicago. 

As the Constitution of 1870 prohibits special acts and as Chicago needed privileges pecuHar to 



THE EDUCATIONAL HISTORY OF ILLINOIS 135 

herself the desired results were reached by enacting a law applicable to cities having more than one 
hundred thousand population. 

The superintendent discusses these various changes with the probabihties of their 
service to the schools. His discussion of the "Effects on Teachers" of the intro- 
duction of the new subjects is more than a passing argument, it is a bit of litera- 
ure on the influence of a widening intelligence on the teacher's influence upon his 
pupils. The "Effect upon Pupils" of the nature work in elementary schools is as 
well a timely plea for the present as for the time in which it was written. 

Hidden in these old reports are discussions that ought to be again brought to 
the light. "Mind, in the Arts and Industries," "Reading, as a Life Force," "Latent 
Forces," answers to "Strictures and Criticisms," " Testimony" as to the inefficiency 
of the schools — gathered from intelligent parents — suggest the topics with which 
he dealt with great discrimination and attractiveness. In such articles as "What 
Should be Accomplished?" "What is Accomplished?" and "How Can More be 
Accomplished?" he defines the scope of the school for teachers and patrons. He 
submits illustrative lessons in the elements of the natural sciences, supplies simple 
pedagogical principles and guiding suggestions of the most practical character and 
thus converts an official document into a volume of invaluable information and sug- 
gestions for guidance along lines for which few books then offered help. 

Compulsory attendance laws are now regarded as a matter of course. He who 
should attempt to secure their repeal would find himself without substantial support. 
The public has come to the conclusion that if one man's money can be taken from 
him by law to educate another man's child the same authority should see to it that 
the child shall meet the money. This is an "advanced view," a position that was 
offensive to many even a decade ago. In 1872 a compulsory attendance law was 
an impossibility. But Mr. Bateman was on the skirmish line all of the time and in 
the report under consideration devotes nearly thirty pages to an elaborate argument 
in support of such a law. By suggesting seemingly radical policies he familiarized 
the public mind with them and in process of time the novelty of the idea wore off 
and the reform was accomplished. 

On December 15, 1874, Mr. Bateman submitted to the Governor the Tenth 
Biennial Report of the Superintendent of Public Instruction, which was at the 
same time his seventh and last. Sixteen years before he had assumed the office 
and had held it continuously except in 1863-64. A few statistics will serve to indi- 
cate the development of the educational enterprise within the limits of his official 
service. 

The population of the State had increased about 1,300,000. 

The number of pupils enrolled had increased 210,000. 

The number of teachers had increased 8,000. 

The lowest monthly wages paid to female teachers had increased from $5 to $9 and the highest 
from $60 to $211.11. The corresponding figures for male teachers are from $10 to $15 and from 
$200 to $330. 

The amount raised by local taxation had increased from about a half million to more than five 
and a half millions — eleven times as much. 

The average compensation of male teachers had increased from less than $30 to more than 
and of women from less than $20 to more than $33. 



136 THE EDUCATIONAL HISTORY OF ILLINOIS 

The average compensation of county superintendents had nearly doubled, but was now only $626. 
The total amount expended for common-school education had increased from a little less than 
five millions to more than nine millions. 

On pages 238-9 of this valuable and compendious report may be found an 
exhibit of the progress of the common schools in several leading particulars during 
the last sixteen years, in a table of comparative statistics under twenty-five captions. 

It was in this biennium, the act being approved May 3, 1873, that an annual 
appropriation of $1,000,000 was substituted for the two-mill tax provided by the 
law of 1855. In 1873 this amount exceeded the income from the two-mill tax by 
f 10,000, but within a few years the tax would have amounted to several times the 
appropriation. 

It will be remembered that Mr. Bateman biennially paid his respects to the dis- 
trict system as opposed to a township system. In his last report he fires a parting 
shot at that absurdity, but it was of no avail. It is entrenched in the hearts and 
traditions of the people and if it should be disturbed "the country's done for." 

His personal contributions to this report close with an essa}^ on " The Coming 
Teacher." It bears the unmistakable marks of his method, beginning, "Through 
costly experiments, splendid failures, and baffled hopes, we make our way toward 

the Augustan age In the rapt visions that come to me — as they 

come to all — I sometimes seem to see the apocalyptic gates swing open, and far 
down the aisles of the future, brightly revealed in the soft, clear light, there stands 
the incarnate idea of the coming Teacher." "Health .... Goodness . . 

Intellect .... Learning . . . .Common Sense Imagination 

Personal Presence . . . . In the words with which I closed my 
first report, fourteen years ago: Tn the name of the living God it must be pro- 
claimed that licentiousness shall be the liberty — violence and chicanery shall be 
the law — superstition and craft shall be the religion — and the self-destructive 
indulgence of all sensual and unhallowed passions shall be the only happiness of 
that people who neglect the education of their children.' " 

Mr. Bateman retired from the office which he had filled with such distinction to 
become the president of Knox College, where he spent the remaining years of his 
working life, loved and honored by a grateful people whom he had served with such 
fidelity and ability. 

In the Twenty-second Biennial Report of the Superintendent of Public Instruc- 
tion is a memorial address, delivered by Dr. Samuel Willard at the meeting of the 
State Teachers' Association following the death of Dr. Bateman. It is a source of 
regret that it can not be transferred bodil}^ to these pages. 

" Dr. Bateman, of English ancestry, was bom in Bridgeton, county seat of a 
southern county of New Jersey, July 27, 1822, and was a little over seventy years 
old at his death October 21, 1897. 

" 'Saturday's child must work for his living,' says an old rhyme; and so this 
Saturday's boy entered a life of toil; toil at first from stem necessity; toil imposed 
later by the spirit within that made him a helper of men and found scant room for 
idleness. 

"Of the boyhood in New Jersey I never heard Mr. Bateman speak. His father, 



THE EDUCATIONAL HISTORY OF ILLINOIS 137 

Bergen Bateman, was a weaver by trade ; a trade that grew less and less profitable 
as modern manufactories sprang up. When the boy was in his eleventh year Mr. 
Bergen Bateman fell into the great current of migration that was flowing westward 
and that promised new openings for business and enterprise. He came to Illinois 
in 1833 and landed at Meredosia, on the Illinois river, with five children and the corpse 
of his wife, dead of the new pestilence, Asiatic cholera. Our Newton Bateman was 
the youngest of the five. 

" The f amity suffered the hard grind of poverty for many years. Little Newton, 
small for his age — he never grew tall, dwarfed, probably, by the privation that 
hedged in his youth — little Newton became an errand boy in the family of an 
eminent jurist and judge then living in Jacksonville. 

" It was there that a great ambition lodged in the boy. The judge had a pretty 
daughter, sweet and lovely in temper. A passion of boyish love determined him to 
make such place that he might ask her hand on equal terms. He would go to the 
college then rising on the hill west of the town ; he would enter a profession and then — 

" To that ambition, to that passion, I may say, we are indebted for the Newton 
Bateman we have known. That hope carried him through a struggle of twelve years. 
He did not maiTy her at last. It is no derogation of the j-'oung lady that I say he 
did better, and so did she ; each found a more suitable partner ; there are adaptations 
aside from individual worth. In speaking of these four I speak of the dead. 

" Of the youthful days that followed I can say little. They were heavy years to 
him. He once told me of spending cold days of winter at cutting wood with but a 
pone of com bread for his noonda}- meal. But the beautiful maiden and the deter- 
mination to be more than a woodchopper were never out of his thoughts; these 
sustained him. 

"To the preparatory school connected with the college he went, and entered 
Illinois College as a freshman in 1839. 

"Illinois College was the first in the State to form regular classes and have a 
graduation. Our great war governor, Richard Yates, was of the first class, grad- 
uating in 1835. Bateman entered its ninth class and graduated in 1843. His class 
numbered ten, most of whom have shown remarkable vitality; fifty-four years after 
their graduation day six of the ten were living; five of us still survive, at ages rang- 
ing from seventy-four to seventj^-nine. And the class proved above average for 
ability and influence. 

" How did we live in college in those days? Classes were small; as there were no 
high schools or academies in those days, the colleges had preparatory departments; 
but all told the pupils then at Illinois hardly numbered sevent}^ Few were from 
wealthy families; many found it hard to get along. Many boarded themselves; 
that is, they purchased food which they cooked and prepared in their own rooms. 
Bread we bought; other things we learned to make ourselves. We had only the 
ordinary heating stoves of sixty years ago; on or in these we fried or broiled meat; 
boiled or fried eggs, or scrambled eggs, if skilful enough; we made mush; baked 
potatoes or apples ; and in our simple fare we had healthful food at little cost. During 
his preparatory years, on one occasion, when funds were scanty, for two successive 
weeks, Bateman and his roommate, who was afterward Dr. Augustus F. Hand, of 



138 THE EDUCATIONAL HISTORY OF ILLINOIS 

Morris, Illinois, lived at a cost of 12|- cents a week for each of them. Their sole 
food was cora-meal mush of their o^vn making, eaten without butter, milk, syrup, 
molasses, or any other trimming or relish. I think this experience was not repeated. 
Such was the sturdy perseverance and independence with which many a youth 
gained his diploma in those days. When Bateman and I were roommates, as we were 
in our junior and senior years, I lived week after week at a food cost of 62| cents; 
and he spent no more than I. We were glad to pick up any odd job to earn a little. 
I remember a student who was afterward a major in our patriot army and a member 
of Congress who was mortar-mixer and hodcarrier for the plasterers one summer. 

"For light we could not afford candles (this was before the days of coal oil); we 
made a strong light with a lamp of Greek style, lacking beauty of form, to wit: a 
saucer of lard, with a wick made of a twisted rag projecting over its edge. Such 
were our Diogenes-like economies. But when Bateman 's son and mine went to 
college there was quite a different story. 

" Bateman, while in college, was subject occasionally to fits of discouragement 
and almost of despondency; but these were short, for he was constitutionally and 
on conviction and principle, courageous, cheerful and optimistic. Of all the class 
he had the greatest sense of humor, and the keenest appreciation and enjoyment 
of pure fun. He enjoyed good solid nonsense, like the verses of Edwin Lear or 
' The Adventures of Alice in Wonderland. ' Perhaps no other man apprehends 
rationality so thoroughly as the man w^ho also sees its contrast, the sham ration- 
ality of nonsense, and appreciates mirthfully the difference. The lack of such 
appreciation of the ridiculous leaves man a prey to practical absurdities. 

"Bateman never wrote serious poems, but he often produced comic verses. He 
did not try to be the wag of his class; his fun was spontaneous, bubbling out of a 
joyous heart; his laughs were the heartiest; he rejoiced in existence. His classmate, 
Thomas K. Beecher, responding to my announcement of his death, writes, ' He 
always has been and will be " Newt Bateman," dear old boy that he was and is.' 
Looking at his subsequent life I see that this exuberance of the comic was a relief 
to his supersensitive nature, and lightened many a load which those of sterner mold 
would have carried with clenched teeth and knitted brow. 

"In the last 3'ear of our course a class in Latin of the preparatory department 
was assigned to Bateman for instruction, and thus he began his true career. Grad- 
uating in June, 1843, he planned to enter the ministry of the Presbyterian church, 
of which he Avas a member. He went to Lane Seminary. But lack of money caused 
him to leave the school and take a book agency, an occupation less common than 
now. He sold Lyman's Historical Charts, in map form, then a new work. He 
traveled in Ohio, Kentucky, Pennsylvania and other States to the east, meeting 
the usual rebuffs and occasional successes of such agents. He could afterward make 
fun of encounters that then were bitter enough. He came once to the verge of 
absolute beggar}^ when some one sent him relief anonymously. In the fall of 1845 
he had gathered a private school in what was then the northern part of St. Louis; 
and there I found him, jolly after the fashion of Mark Tapley, making the best of a 
life of care and narrow means. But he was making reputation ; and in 1847 he was 
elected Professor of Mathematics in the University of Missouri, at Columbia. 



THE EDUCATIONAL HISTORY OF ILLINOIS 139 

"At this time Mr. Bateman was walking along that dangerous ledge where many 
fall. The flowery path of dissipation temptingly invited him. His vivacity, wit, 
social spirit, and other attractive qualities made him welcome everywhere, and 
especially to those of his own age, some of whom were associates whom a better 
acquaintance did not find worth3^ Again love and honor saved him from these 
baleful companions. Soon after he was appointed professor he married Sarah 
Dayton, of Jacksonville ; not his bojdsh first fancy, but one whose sweetness, dignity 
and intelligence commended her to his manly judgment of love. She drew him gently 
away from dangerous associates before they had tainted him. 

"In 1861, the west district of Jacksonville established a free school and called 
him to its head. Henceforth he was felt as a power there and at meetings of teachers. 
He became a school commissioner of Morgan county. He threw himself zealously 
into the movement which founded the State Normal at Bloomington, the agricul- 
tural and industrial college which is now the University of Illinois, at Champaign, 
and into the work of the State Teachers' Association. This body made him vice- 
president, for 1855, and editor of one number of the Illinois Teacher, a paper which 
they then founded by appointing monthty editors. He was made sole editor for 
1858. 

" In the summer of that year he was, contrary to his own wish, made the Repub- 
lican candidate for Superintendent of Public Insti-uction, and elected in Novem- 
ber. He did not wish the nomination, because of his friendship for his predecessor, 
Mr. W. H. Powell, and because he had just accepted the principalship of the Jack- 
sonville Female Academy, so that he felt that it would be unfair to its trustees and 
teachers if he should seek the office. Emphatically, the office sought the man. I 
was his confidant in this matter and speak with full knowledge. Another reason 
was that on May 16, 1857, death had suddenly taken from his arms his dearly beloved 
wife, mother of his only son and of a daughter. All his ambition fled away; and 
despite the native elasticity of his spirit, this stroke wounded him so deeply that 
I saw no ripple of a smile upon his face for a year. In January, 1859, he took his 
place as State Superintendent. 

" In the later years of his superintendency he had several offers of college places; 
he advised with me on each, but said 'no,' till the presidency of Knox College was 
offered him; that he accepted. What his work there was for eighteen laborious 
years I have not time to tell. The college had needed for a long time just such a 
man. At once it began to rise. Money came in for its upbuilding. Students 
flocked in, summoned by the magic of his name and fame ; the standard of education 
rose; young men who came under the charm of his influence told of the new power 
they had felt. While doing this work for his college, he was for several years an 
active member of the State Board of Health. He was in demand for addresses here 
and there. He answered all calls to the full extent of his strength. Meanwhile 
his home grew solitary. His second wife, Annie Tyler, married in 1859, died in 
1877; his four daughters married and left him; only an orphan niece remained with 
him to the end. 

" But all of the time there was creeping upon him that fatal disease of the heart 
that ended his sweet life. In 1893, on the anniversary of his graduation fifty years 



140 THE EDUCATIONAL HISTORY OF ILLINOIS 

before, he gave his office into the hands of his successor, gladly laying down a burden 
that was becoming too heavy. Holding the position of professor emeritus, he taught 
only a single class. He also edited a work on the history of Illinois which was just 
completed at his demise. Finally the occasional spasms of distress became a constant 
and increasing misery that culminated October 21, 1897, in the final relief. 

" Dr. Bateman was exceedingly tender, sympathetic and loving. The strokes 
of bereavement seemed to fall crushingly vipon him. The loss of his son Clifford, 
a bright A'otmg professor in Columbia College, nearly o^'erpowered him. During 
the war he felt for days and weeks the agonies of every slaughterous battle. I am 
of the opinion that such sensitiveness may have disturbed the function of the heart 
and laid the foundation of the final ailment. His attachments to his friends were 
exceedingly loyal and strong. 

"While his pupils of the district school and of the college will long remember the 
clear- minded and gentle teacher, stem only in necessity. Dr. Bateman 's greatest 
influence, like that of Horace Mann, to whom he was often compared, was in those 
eloquent reports which set up ideals and stirred the hearts of those who read them 
to a new purpose and a new hope. His decisions on the school law, gathered in a 
volume, made a text-book for school officers; but his appeals to teachers and to the 
people were not law, but gospel, the revelation of new and better ways, with encour- 
agement to walk therein; the incitation to a perpetual ascent. Like the angel in 
the Apocalypse, he was sa^nng, 'Come up hither and I will show thee.' This 
infltience passed the bounds of Illinois and is still spreading. We may sa}' of it 
as Tennyson says in the Bugle Song, speaking of the long echoes of the bugle tones, 

" ' 0, love, they die, in yon rich skv; 
They faint on hill, or field, or river; 
Onr echoes roll from soul to soul, 
And grow forever and forever.' " 

Fifth Superintendent of Public Instruction. 

This is not the place to discuss with ai:i}- fulness the political mo\-ements of the 
times. Educational interests are sometimes affected by them, however, and to that 
degi'ee they force themselves upon the attention of the chronicler of the evolution 
of the school. 

In 1874, what is known as "The Granger Movement" in Illinois reached its 
culminating point. The Grange, or Patrons of Husbandry, is a secret society, 
organized in 1869, in the interests of farmers. It had enjoyed deserved popularity 
and the number of the Granges rapidly increased. The depressed state of agricul- 
ttn-e was attributed in no small degree to the "exorbitant" rates charged by the rail- 
roads for the transportation of the products of the farm to the markets of the world. 
Although there was no thought of political purposes in the minds of the founders 
of the organization, the idea was insistently pressed b}' certain of the leaders that 
the onl}- possible relief for the oppressed classes was through friendly legislation, 
which involved, of necessity, the idea of legislation hostile to the railwa}' monopolists. 
The notion spread like wildfire. It was aided by certain politicians, especially those 



THE EDUCATIONAL HISTORY OF ILLINOIS 141 

of the minority party, who saw, or thought they saw, their opportunity in this 
"uprising of the common people." "The IlHnois State Independent Reform" 
party was organized and many from the old parties flocked to its standards. 

As a consequence, there were three nominating conventions in the summer of 
1874 — the two old parties and the new put their tickets in the field. The Repub- 
lican convention nominated for Superintendent of Public Instruction William B. 
Powell, Superintendent of Schools of the city of Aurora. The new party placed 
in nomination for that office Samuel M. Etter, of Bloomington, a teacher of con- 
siderable experience. When the Democratic convention was held Mr. Etter induced 
the delegates to ratify the nomination of the Independents, and he was elected in 
the following November. 

Mr. Powell, a brother of the distinguished Major Powell of canyon exploration 
fame, had many of the qualities of his more celebrated relative. He was ardently 
devoted to his calling and easily ranked among the foremost educational men of the 
State. As has been said on a previous page, his repute as an educator was sufficient 
to win for him the superintendency of the schools of Washington City. 

Mr. Etter had been superintendent of two or three of the smaller cities of the 
State, btit he had no such professional standing as his competitor. Notwithstanding 
his handicap, if it really counted for anything, he was elected by a majority of over 
30,000, showing that placing the election of State Superintendent midway between 
the national elections with the thought that it might lessen the political tension 
was a vain hope. Mr. Etter was duly installed in office at the beginning of the year 
1875. 

The Eleventh Biennial Report of the Department of Education was transmitted 
to the Governor on December 15, 1876. It abounds in valuable statistical material 
and in instructive information from the heads of the various State institutions. 
The contributions of the Superintendent are meager in amount and insignificant in 
merit. It is quite possible that the more urgent need had passed for the peculiar 
work which Dr. Bateman so loved to do and performed with such rare skill. How- 
ever that may be, the new officer's talent did not lie in that direction. The volume 
is a tribute to 'his industry and editorial discrimination. Frequent references will 
of necessity be made to it under other headings. 

Among the most interesting tables of the report are those showing the compen- 
sation of county superintendents. It varies from $218, in Johnson, to $2,500, in 
Cook. Twenty-one counties pay the superintendent $1,000 or more. Nine exceed 
$1,200, and Hancock, McLean and Whiteside exceed $1,500. Forty pay $500 or 
less and eight less than $300. The reform moves slowly. 

In 1876 the historic Centennial Exposition was held in Philadelphia. Superin- 
tendent Etter was alive to the opportunity thus afforded the schools to show to the 
nation at large and to foreign countries what Illinois was attempting to do in the 
education of her children. In no way can a State more successfully invite superior 
immigrants than by demonstrating that she possesses an excellent educational 
system. The following condensation of Superintendent Etter 's history of the action 
of the education department will indicate what was done. 

It was evident that whatever was undertaken would depend upon the enterprise 



142 THE EDUCATIONAL HISTORY OF ILLINOIS 

of the edticational people. The General Assembly had taken action in the premises, 
but there were no funds in sight with which to carrj^ on the enterprise. A joint 
resolution had been adopted by the legislature on January 30, 1874, authorizing 
the Governor to appoint a "State Board of Managers" to represent the interests of 
the State at the International Exhibition, but had attached to the resolution this 
interesting qualification: "Provided, That said Board of Managers shall not incur 
any expenses, personal or otherwise, on behalf of the State." On the 8th of April, 
1875, a bill Avas approved making an appropriation of $10,000 for the uses of the 
Board, but requiring the members to act without compensation. 

In October, 1875, Superintendent Etter made application to the Board for the 
sum of $1,000 to defray at least a part of the expenses necessary for the preparation 
of an educational exhibit, but he was informed that no funds were available for such 
a purpose. In this dilemma there was but one thing to do; the State Department of 
Education was obliged to take upon itself the task of devising plai^is for something 
in the wa}' of a showing. It would have been a serious reproach upon the State to 
permit such an opportunity to pass without recognition. As there was no legal 
authority by which State funds could be used it was clear that the sinews of war 
must come from some other source. 

At this distance and in the light of what was done at the subsequent International 
Expositions, it is diffictilt to understand the strange apathy with which the State 
regarded its duties. Reflections upon its lack of action are tmprofitable, but it is 
a source of congratulation that the action of Superintendent Etter and the leading 
educational men saved the reputation of the State in some fair degree. 

Early in November Mr. Etter issued a circular letter to a number of men prom- 
inent in educational circles, inviting them to a conference in Chicago. The meeting 
was well attended. It was clear that the needed funds must be secured through 
voluntary donations and that there must be a representation that would be a credit 
to the State. A committee on finance, consisting of President Alh'n, of the Southern 
Normal School, Superintendent Powell, of Aurora, and Superintendent Sarah E. 
Raymond, of Bloomington, was appointed, which unanimously recommended that 
a fund of $10,000 be raised; that nothing be asked from the Centennial Commission; 
that an appeal be made to the cotinty superintendents and other friends of educa- 
tion, and that the details of raising the money be left to a committee consisting of 
Superintendent Etter, President Gregory, of the State University, and President 
Edwards, of the Normal University. 

A committee, of which Assistant Superintendent Duane Doty, of Chicago, was 
chairman, reported a general scheme for the exhibit. The details ma}- be found on 
pages 381-2, of the Eleventh Annual Report. Six committees were appointed to 
take charge of the several departments. The members of these committees were all 
prominently identified with the education of the time. The list is" worthy of pres- 
ervation. It is as follows: 

History of Private Schools — President Gregory, of the University of Illinois; 
President Sturtevant, Illinois College; President J. W. Locke, McKendree College. 

History of Public Schools — Siiperintendent Etter; President Standish, of 
Lombard L^niversity; Prof. Samuel Willard, of the Chicago High School. 



THE EDUCATIONAL HISTORY OF ILLINOIS 143 

Appliances — First Group, President AUyn, of the Southern Ilhnois State 
Normal University ; County Superintendent Wells, of Ogle county — so long identified 
with his official position that he was everj^where known as "Wells, of Ogle"; Prof. 
D. B. Parkinson, of the Southern Normal School. 

Appliances — Second Group, Superintendent Powell, Aurora; Assistant Super- 
intendent Doty, Chicago; Prof. Edwin C. Hewett, of the State Normal University. 

Results — First Section, Superintendent J. L. Pickard, Chicago; E. C. Delano, 
Principal of the City Normal School, Chicago; D. S. Wentworth, Principal of the 
Cook County Normal School. 

Results — Second Division, Superintendent Sarah E. Raymond, Bloomington; 
Professor Thomas, State Entomologist, Carbondale; S. A. Forbes, Curator State 
Museum, Normal. 

The committee for the raising of the funds soon issued its appeal, offering several 
suggestions as to the method of securing the necessary money. It was accompanied 
by an additional appeal from the State Department of Education. 

'Twere long to tell of the arduous labors of the diligent workers having this 
worthy project in hand. It is well recorded in the report under consideration. It 
must suffice for our purposes to note that the school people raised nearly S5,000; 
that the indefatigable Principal \^Tiite, of the Peoria County Normal School, prepared 
all of the articles sent for shipment, arranged them after their arrival at Philadelphia, 
and took charge of the exhibit during the Exposition. Who besides him would have 
undertaken so arduous and so unremunerative a task! But he knew no law but 
that of faithful service to the public. Respecting the character of the exhibit Prin- 
cipal White wrote as follows in a private letter: "In its character the exhibit is 
creditable to the teachers of the State. As a presentation of work actually done by 
pupils and students, it is not surpassed in its completeness and excellence when taken 
as a whole. In a single feature, others are superior, as Massachusetts in art. No 
State has, by any means, so good an exhibit of its higher educational work as is 
made by our Industrial University, and I think that the work of the ungraded schools 
of the country districts is not represented by any so fully as by several of our county 
superintendents. " 

It is enough that the efforts of the school people, led by the Superintendent of 
Public Instruction, won the warm praise of many discerning educators among our 
own people and also from the other side of the sea. Principal White submitted 
a report of what had been accomplished, at the meeting of the State Teachers' 
Association, in December. Ten tons of material were shipped. It was in place 
and about ready for inspection when the Exposition opened. The writer of these 
lines remembers the pride with which he examined it. Mr. White offered interest- 
ing suggestions as to the value of the exhibit and it is clear that the effort was 
wisely undertaken and successfully executed. 

The Executive Committee supplemented the report of Mr. White by giving a 
detailed statement of the receipts and expenditures, Hon. S. M. CuUom having 
acted in the capacity of treasurer. The committee raised $4,652.14 and carried 
out its plans by an expenditure of $3,573.78, leaving a balance of $1,078.36 which 
was turned over to the Association. Congratulations were certainly in order for 



144 THE EDUCATIONAL HISTORY OF ILLINOIS 

those who had so signal!}^ succeeded. It is due to Mr. White that a brief extract 
from the report of the Executive Committee should find a place in these pages : 

" The Committee secured the services of S. H. White, of the Peoria County 
Normal School, as its agent to superintend the shipment and arrange the exhibit 
in Philadelphia. The energy, fidelity and ability with which Mr. White executed 
this important trust can not be too highly commended to the Association. Few men 
could have been found so well qualified for the position, or who would have executed 
the work with such energy and economy. He left his place in the Peoria County 
Normal School in charge of another, to whom he paid $225, which we believe should 
be refunded to him by the Association. We therefore recommend that the committee 
be instructed to pa}'' him a sum sufficient to reimburse him for the money thus paid 
to his substitute during his absence." There will be occasion to refer to the educa- 
tional work of this most admirable and faithful man, who was known only to be 
loved and revered. 

The Constitution of 1870 killed the pernicious practice of passing special acts 
b}' the General Assembly. Before that prohibition it was possible for any community 
to get what it might desire in the way of a charter for school or other purposes. Even 
individuals found it practicable to secure exclusive privileges b}' smuggling bills into 
the " omnibtis" and thus having them passed with many others on a single vote. A 
case occurring in McLean county illustrates the loose methods then in vogue. A man 
actually succeeded in getting a bill through the legislature and up to Governor 
Oglesby, which gave him the exclusive privilege of manufacturing cheese in McLean 
county. The watchful executive did not approve bills on the "omnibus" plan and 
vetoed the measure in a historic message: "I see no more reason for giving one 
man the exclusive privilege of making cheese in McLean county than for giving 
the same man the exclusive privilege of eating cheese in McLean county." In con- 
sequence of the free rein granted by the constitution towns everj^where had secured 
special charters. Superintendent Etter named seventy-one that regarded themselves 
as quite above the scope of the school law. Confusion worse confounded resulted 
from such a condition. He therefore recommended the repeal of all such charters. 
The provisions of the law of 1872 with regard to towns and cities finally won most of 
these communities over to an abandonment of the special acts and to a reorganiza- 
tion under the general law. 

The Twelfth Biennial Report, and the last by Superintendent Etter, consists of 
the statistical exhibits required b}^ law, the reports of the heads of the State institu- 
tions and little besides. By an odd oversight the reports of the county superinten- 
dents were omitted — an error which the Superintendent specifically declares himself 
not responsible for. 

The Sixth Superintendent of Public Instruction. 

The political agitation that carried Mr. Etter into office in 1874 had assumed a 
somewhat different aspect four years later. The independent element had become 
a "greenback" party and had thus lost the support of a considerable contingent 
that formerly joined it. It was no longer possible for it to secure the ratification 
of any of its candidates b}' the minority party. In consequence there were three 



THE EDUCATIONAL HISTORY OF ILLINOIS 145 

sets of candidates in the field. The " Greenbackers " nominated Mr. Frank H. Hall 
for the office of Superintendent of Public Instruction. We shall hear of him later. 
He won a proud place in the esteem of the people and died greatly lamented. The 
Democratic convention renominated Mr. Etter and the Republicans selected Mr. 
James P. Slade, after a warm and very close contest between him and Mr. Powell, 
whom Mr. Etter had defeated four years before. There was at least a seeming 
injustice in defeating Mr. Powell, for he had made a brilliant campaign imder most 
trying circumstances four years before, and the equities seemed to demand that he 
should have another chance under clearer skies. The political disturbances had 
quite subsided and the mass of voters had returned to their old allegiance, so that 
Mr. Slade was elected by a round 30,000, about the majority that Mr. Etter had 
secured four years before. Mr. Hall received about 65,000 votes. 

Mr. Slade was born in Albany county. New York, on February 9, 1837. He 
was the son of a farmer and his early life was spent in that capacity. When he was 
nineteen his parents removed to Belleville where he soon became connected with 
the public schools, and was elected county superintendent of schools. Mr. Slade 
was a man of sterling integrity, but was in no sense an educational leader. His 
absolute sincerity and disinterested devotion to the cause of education, however, 
won for him the warm support of the educational men of the State. 

The Thirteenth Biennial Report was handed to the Governor on the 1st day of 
November, 1880, and covered the fractional year beginning October 1, 1878, and end- 
ing June 30, 1879, and for the new year beginning July 1, 1879. The legislature 
had wisely changed the ending of the school year from September 30 to June 30. 

The appropriations for the State office had so far increased as to permit the 
superintendent to employ a competent person as an assistant. Mr. Slade had the 
wisdom to select one of the most thoroughly capable and scholarly men ever connected 
with the office. William L. Pillsbury was a Harvard man of high rank who had 
come .west in 1863 to take the principalship of the Normal University High School. 
He held that position for seven years, winning for the school a most enviable repu- 
tation. He was discovered by the business people and dragged out of teaching and 
into money-making, but his old interests gained the ascendancy and he returned 
to educational work. His name is a familiar one to the readers of these pages and 
we shall hear more of it. 

With Mr. Slade and Mr. Pillsbury in the education rooms of the State Depart- 
ment excellent results were confidently expected. The report rises at once to the 
plane with which the public had been familiar in the days of Newton Bateman. 

To keep run of the nature of the development of the State a brief space is again 
allotted to comparative statistics. 

Twenty-five years have now passed since the enactment of the school law of 
1855. The population is two-and-a-half times what it then was. The total number 
of persons under twenty-one years of age is six times what it then was. There was 
no enumeration of persons between six and twenty-one — the new school age — at 
the former date, but it is now double what it was in 1860. The enrolment is more 
than four times as great. The number of school districts is something less than 
twice as great. The number of public schools is nearly three times as great. There 

10 



146 THE EDUCATIONAL HISTORY OF ILLINOIS 

was no enumeration of graded schools at the former date, but the report of 1860 
gives about 300. It will be remembered that this number is very unreliable because 
of the loose conception of the character of a genuine graded school. The number 
reported in 1880 is more than a thousand. There were no public high schools in 
1855; now there are one hundred and ten. Then there were approximately three 
thousand male teachers and nine-tenths as many female teachers; now there are 
nearly nine thousand male teachers and about forty-five hundred more female 
teachers. Then the highest monthly wages were $110 and $40 respectively, and the 
lowest $10 and $4, the average being $29.16 for males and $16.43 for females; now the 
figures run as follows: $235, $165; $10, $10; $41.92, $31.80. The change is not so 
great as the development of the State in other respects would seem to warrant, but 
it is encouraging. There were no figures for private schools in 1855, but in 1860 
about six hundred were reported with an enrolment of about twenty-nine thousand; 
in 1880, there were only seventy more, but the enrolment has increased to something 
over sixty thousand. The total expenditures for the teachers, in 1855, were a little 
less than $245,000; in 1880, a little more than $2,500,000. The other expenditures 
for the former date were $28,743, and for the latter, $7,531,941.75; here are the 
unequivocal marks of great progress. 

We have seen that there were marked changes in the school law in 1872. Dr,^ 
Bateman and Superintendent Etter had suggested needed changes, but little came 
of it until 1879, when their recommendations began to bear fruit. The most 
important changes were : 

1. The statistical year was made to end July 1 instead of October 1. By 
this arrangement the county superintendents found it possible to get their reports 
to the State Superintendent in time for him to furnish the General Assembly 
information upon which it could act. 

2. It had been the duty of the township trustees to examine the books of the 
township treasurers, but it is easy to understand their negligence in this respect. 
It is probable that the large majority of these officials had no knowledge of book- 
keeping, and many of those who had were disposed to trust their neighbor, the 
treasurer, with the whole matter. Losses were frequent and grave in consequence. 
It was now made the duty of the county superintendent to examine the books 
annually. Presumably that officer is competent and will attend to the matter. 
The change in the law was greatly needed and was a genuine reform. Mr. Slade 
is authority for the statement that a saving of half of the entire expense of the 
county superintendency for the 3'ear 1879-80 had been made in that time by this 
new requirement. 

3. Official business shall no longer be transacted except at a regular or legally 
called meeting of the boards of directors. 

4. A number of changes were made in the matter of district boundaries. 

5. The month of "twenty- two days actually taught" was very unsatisfactory; 
so the law was changed, making the calendar month the legal month when no other 
was specified in the contract. 

Superintendent Slade followed the precedent, now hallowed by custom, of making 
the regular biennial appeal to the General Assembly in behalf of the county super- 



THE EDUCATIONAL HISTORY OF ILLINOIS 147 

intendency. In no other way could the reforms that had been accomplished be 
brought about, and we are to see that, finally, after decenniums of advice, this office 
is to be put into good shape, thus justifying the effort made to secure such a result. 
Superintendent Slade clearly shows how it will be impossible to carry out the law 
unless these indispensable officers shall be more adequately compensated. 

The graded schools have now been in operation long enough to demonstrate their 
superiority over the ungraded schools and a discussion of the reasons for this obvious 
difference is one of the best features of this report. It is seen that the former are 
in session longer annually than the latter, that their buildings are better, that they 
have much better teachers, that the changes are far less frequent, that there is a 
uniformity of text-books and a course of study. The development of the graded 
schools creates a leverage for the improvement of rural schools, and the county 
superintendents as well as the State Superintendent are making energetic use of 
it. In consequence there will be evolved a system of grading country schools, whose 
history will be given in its proper place. Mr. Slade strongly enforces the main 
necessity of the situation, however, in his discussion of the necessity of good teachers. 
All other considerations sink into relative insignificance when compared with this 
fundamental need of the schools. This position leads him to a thorough discussion 
of the professional preparation of teachers and of the great need of additional Normal 
schools. This is the first note of that rising demand which is to accumulate force 
until, fifteen years later, two new State Normal schools are to be provided for. 

It is not easy at this time, when several of the States of the Union have a round 
dozen of these institutions, to understand the intensity of the fight for the realization 
of the hope here expressed. The suggestion was regarded as extremely radical and 
met with little encouragement from many of the educational men and women. The 
existing Normal schools manifested no especial warmth in seconding the motion. 
It was evident that the number of trained teachers produced annually was strikingly 
inadequate to the needs of the State, yet it was argued that if the existing schools 
were not over full they would suffer if competing institutions were established. It 
was a bold stroke on the part of the Superintendent of Public Instruction and was 
fully warranted by the existing conditions. Henceforward the subject was in the 
minds of the people. It will appear at teachers' gatherings and the propaganda will 
quietly extend its influence in all directions until the end is won. 

Another feature of the report is a forcible discussion of the question of super- 
vision, which leads immediately to the need of more efficient county superintendents. 
And here is suggested the advisability of a legal prescription of qualifications for the 
county superintendency. The idea was admittedly an excellent one, but was regarded 
as an academic rather than a practical plea, and to this day nothing has come of it. 
It is one of the deferred reforms which will inevitably be accomplished in its own 
time. 

Still another instructive discussion is that of Teachers' Institutes. An examina- 
tion of the reports for eleven years reveals the fact that for that period less than 
three-fourths of the counties held annual institutes, and the average period w^as 
about four and a half days. Less than one-third of the teachers attended these 
meetings. The institutes differed greatly in size and quality, in general being 



148 THE EDUCATIONAL HISTORY OF ILLINOIS 

smaller and poorer where the need was the greatest. Perhaps it would be as well 
to invert the order of statement and remark that where there were good institutes 
that were well attended there were also good schools. Superintendent Slade 
repeats the recommendations of Dr. Bateman and urges their adoption. 

One hundred and ten high schools are reported for 1880. The number is smaller 
than that reported the previous year. On the surface it would seem that the high 
schools were not holding their own. The apparent decrease is dtie to a more rigorous 
system of reporting. Six township high schools have been organized. These schools 
will receive full attention under another heading. 

In the fourteenth biennial report of the superintendent the whole subject of 
school text-books is carefully gone over in a discussion of some twenty pages. 
Superintendent Slade announces himself as thoroughly favorable to free text- 
books. This is another of his advanced positions. 

The matter of additional Normal schools, so forcibly stated in his preceding 
report, is again under discussion. In the two years intervening he had canvassed 
the subject in various parts of the State and found a sentiment highly favorable to 
such an addition to the facilities for the professional preparation of teachers. It is 
interesting and instructive to follow in these succeeding bienniums the quiet but 
steady growth of sentiments favorable to policies which at the time of their promul- 
gation were regarded as unwise because of their radical character. 

The number of high schools increased thirty-two in the two years since the last 
report. 

An interesting case arose in Belleville at this time. German was taught in the 
public schools and suit was brought against the Board of Education, in that an 
injunction was sought restraining the Board from expending public funds for the 
education of the children in a foreign language. Mr. Justice Scott delivered the 
opinion of the court in which the subject is gone over in a most instructive way. 
It may be found in full in the report under discussion. The Board was fully sus- 
tained and the case, in consequence, settled the whole matter of the power of Boards 
of Education in such cases. 

Mr. Pillsbury contributed to the report, among other things, a "Sketch of the 
Permanent School Ft:nds of Illinois." This article is the source from which the 
chapter on that subject in this history was obtained. 

Before leaving this vokime attention should be called to the most valuable 
reports from the State educational institutions. Over two hundred pages are 
given to the institution for the education of deaf mutes, in which the subject is 
illuminatingly discussed by a large number of experts. Those desiring informa- 
tion on the early methods employed in teaching feeble-minded children will find the 
contribution from the head of the institution devoted to that work extremely 
valuable. 

In harmony ^^-ith a well-established custom, Mr. Slade sought a renomination 
at the hands of the part}' that had elected him. Unexpectedly a man became a 
candidate who had never been associated in an}' prominent way with educational 
affairs, having been a teacher for a brief period only and in an entirely inconsequential 
way. It was clear that the politicians were after the office. The State seemed to 



THE EDUCATIONAL HISTORY OF ILLINOIS 149 

be so safely Republican that a nomination was regarded, in political circles, as 
equivalent to an election. Moreover, what is a schoolmaster — a masculine nursery 
maid, a mere wielder of the birch and manipulator of the spelling book — that men 
who are the masters of states should take account of him when it comes to the deter- 
mination of who shall hold the places of trust and responsibility! 

Charles T. Strattan, of Jefferson county, was a member of the thirt^^-second 
General Assembly. He is mentioned by Moses, the historian of Illinois, as among 
those whose voices were frequently heard in the determination of affairs. Having 
had some official experience he aspired to the highest office in the ranks of education. 
He was a genial and fairly capable man and far outstripped the modest Mr. Slade 
in all the arts of the politician. He made an active and successful campaign and won 
the nomination by a small margin. But the very observing Mr. Burns once called 
attention to the distance between the cup and the lip and the possibilities of a failure 
to make proper connections. Mr. Bums was an authority in the matter of "cups" 
and his remark should have been more instructive to the politicians, 

The Democrats held their convention on September 7, and put in nomination 
for the office of Superintendent of Public Instruction Henry Raab, for many years 
at the head of the Belleville schools. Mr. Raab was a highly reputable schoolman, 
a German and personally very popular wherever known. The Greenbackers also 
put a ticket in the field, renominating Mr. Frank Hall. The Prohibitionists also 
nominated a candidate in the person of Elizabeth B. Brown. 

When the votes were counted Mr. Raab showed a plurality of nearty three thou- 
sand. For the schoolmasters, resenting the action of the Republican convention, 
made a most vigorous campaign in the interests of Mr. Raab. They occupied a 
much higher place in the estimation of the politicians after the election was over 
than they had ever held before. Since that memorable election there has been no 
disposition on the part of the laymen to interfere with the office of the head school- 
master. 

Upon Mr. Slade 's retirement from the superintendency he purchased Almira 
College, a private school for women, where he remained for eight years. For a 
number of years later he was superintendent of the schools of East St. Louis, retiring 
from that position to take charge of one of the ward schools. He died while in the 
harness and enthusiastically engaged in the work that engrossed his energies for a 
lifetime. 

The following extracts from an address read at his funeral by his lifetime friend, 
Marshall W. Weir, of Belleville, reveal some of the qualities of Superintendent Slade 
as they appeared to those who were near him: 

" In the year 1856, James P. Slade, a modest, unassuming youth of nineteen years 
of age, left his native town in the Empire State and came to Illinois with a view to 
making this his field of labor and entering on the work of his life — teaching school. 
He had the mental preparation which came from the district schools of his native 
town, supplemented by instruction in Hudson River Institute, and the moral training 
which came from a happy, intelligent. Christian home. He came directly to St. 
Clair county, which has been his home ever since. On arriving here he wanted a 
school and the directors of a district three or four miles north of Belleville wanted 



150 THE EDUCATIONAL HISTORY OF ILLINOIS 

a teacher. He secured the school and this began a career which proved to be a 
remarkable one. He had not finished this engagement before he began to exhibit 
those excellent qualities as an instructor which characterized him ever after. His 
services were demanded in a more extended field. The following year he obtained 
a position in Belleville as principal of one of the grammar schools. He was con- 
nected with these schools for fifteen years, eleven of them as principal of the high 
school. He was count}' superintendent of St. Clair count}" for ten }-ears. 

" Mr. Slade filled every position imder our school law from teacher of a country 
school to the State superintendenc}^ In all of these fields he was eminently suc- 
cessful. He was in thorough s}'mpath}- with the public school. He had a compre- 
hensive appreciation of its possibilities, and he had the requisite administrative 
ability to so order details that those possibilities might eventuall}- be realized." 

Sevexth Superintendent of Public Instruction. 

Henry Raab was bora in Germany, June 30, 1837. He emigrated to America 
in 1S53. Four years later he became a teacher in the schools of Belleville and was 
promoted to the superintendency in 1873, in which capacit}- he continued to serve 
until his election to the State superintendenc}'. 

He was a stalwart figure with a most winning manner, although he possessed 
no little of the characteristic bmsqueness of his race. He was greatly beloved in 
his home community, and one needed but to know him with e^-en a fair degree of 
intimacy to share in the sentiment of his neighbors. He loved the children and was 
proud of his calling, to which he devoted himself with great enthusiasm and high 
intelligence. To him there could be no greater profession. He was transparently 
honest and sincere, and agreed with Herbart that the true aim of education is moral 
character. He was ver}- much of a problem to the Puritan element in our population, 
for it was known that he had the common habits of the Germans and that the peda- 
gogical societies of his to^mi held their sessions not infrequently in the beer saloons, 
for they contained no women. It was the pleasure of the -RTiter to see more than 
one of those who were prejudiced against him on that account come into a very 
warm admiration for the purity of his character and the lofty aims that he set before 
the children. 

His death, which occurred at his home, in Belleville, -March 13, 1901, was deeply 
deplored, for it seemed imtimely. He had the figure of a Viking and suggested 
those heroic characters who have been clothed b}" the imagination with the daring 
and vigor of the Norsemen. 

He had many friends, but the one who was perhaps nearest to his heart was 
Prof. Emil Dapprich, his successor in the superintendency of the Belleville schools 
and subsequently principal of the German-American Normal School, of Milwaukee. 
Professor Dapprich delivered his funeral oration, from which the following extracts 
are made. 

■■ TMiat the great poet, Shakespeare, the favorite poet of our departed friend, said 
of the dead hero, Brutus, applies fully to this our dead : " His life was gentle and the 
elements so mixed in him that natvire might stand up and sa}- to all the world, this 
was a man." . . . Twenty-five years ago I arrived in Belleville as a stranger. 



THE EDUCATIONAL HISTORY OF ILLINOIS 151 

I stepped from the coach with wife and child on a cold winter night in a strange city. 
There stood before me, like a messenger from heaven, the imposing figure of my 
now departed friend. With friendly greetings he received us and escorted us to 
his hospitable home. In his family circle we found an asylum, where there was 
welcome during each hour of the day, during each hour of the night, and we learned 
to adore him with every fiber of our being. 

" Many years have since then passed; we have fought the battle of life shoulder 
to shoulder and nothing was able to separate us. In this way we two have worked 

energetically and cheerfully for the education of the youth of this city 

Teachers and pupils, parents and children, were of one mind, of one soul. The seed 
which we sowed in the young hearts brought fruit a thousandfold. It was a pleasure 
to go with our friend along the streets of the city; he knew all, from the oldest mother 
to the smallest child. For each he had a friendly word, a loving look and a kindly 
smile. To his teachers he was a true and fatherly friend. He never appeared to 
them as the ruler. His hints, his advice, yes, his corrections, bore the garments 
of brotherly love and spurred them to higher aims and more fearless work. So he 
led us like a genial chief to unlooked for victories. 

" He was a teacher from the crown of his head to the sole of his foot. His clear 
view, his keen understanding, enabled him to separate the chaff from the grain, and 
as he possessed a rich experience, gained through years of untiring work, one could 
depend on his pedagogical judgment. No question of importance escaped his 
observation. Physical culture, kindergarten, manual training, in short every new 
departure in the pedagogical field that promised advancement, found in him a 
critical observer and, if it proved successful, a decided advocate. His renown as an 
educator extended far beyond the limits of his home city, and when, in the year 
1882, the Republican party attempted to displace a worthy Superintendent of 
Public Instruction and fill his place with a man not suited for the work, Mr. Raab 
accepted, upon the request of numerous of his colleagues, the nomination, and 
defeated his opponent. 

" His home county gave him an almost unanimous vote. What he did for the 
public schools of the State, during his two terms of office as a leader in school work, 
only those can fully appreciate who are conversant with the development of the 
school system of the State. In the one hundred and two counties of this large 
State he was among teachers and school officers a well-known personality. His 
addresses that he delivered everywhere encouraged an advancement of the public 
schools. A new spirit prevailed in the country schools, and his deep understanding, 
his practical advice and his fiery enthusiasm worked wonders in the advancement 
of the schools. Millions of pupils now harvest the fruits of his labors. 

" Mr. Raab was and remained to his last breath a true German, and could hardly 
have denied his descent. His imposing figure, the broad chest, the massive build, 
the powerful head with the broad reddish beard and lionlike mane, proved him to 
be one of Wotan's best sons. Barbarossa-like, he seemed to have ascended from 
the Kyhaeuser, and his determined appearance challenged the admiration of the 
observer. He was without fear and without deceit. His true heart forbade all 
hypocrisy. He was, as Horace says, ' Integer vitcs scelerisque purus.' 



152 THE EDUCATIONAL HISTORY OF ILLINOIS 

" Now he ascends through fire into the ether; Walhalla's doors open themselves 
to him ; Wotan receives him ; in- the list of heroes he takes his place, for he has 
gloriously finished the battle of life." 

Thus spoke the survivor of two friends who were to each other as Damon and 
Pythias, the symbols of undying affection. The discussion of the administration of 
Mr. Raab, as revealed in his reports, will determine whether such high praise was 
reall}^ merited, although it must not be forgotten that the man is always more than 
his achievements. 

Mr. Raab showed his largeness of mind by retaining as his chief clerk Mr. Pills- 
bury, who had rendered such genuine service to Mr. Slade. They differed in political 
affiliation, but Mr. Raab was seeking only efficiency and not the payment of any 
political debts; he had none. By this single act he satisfied the educational people 
that his only object was the good of the schools and he thereby increased the high 
esteem in which he was already held wherever he was known. 

The record of his administration is found in the laws that were enacted through 
his influence, in the discharge of the routine duties of the office and in the advice 
and inspiration that came out of his long and successful experience. 

The fifteenth biennial report' of the office was handed to the Governor on 
November 1, 1884. It covers the years 1883 and 1884. It is interesting to note 
that the total expenditures for school purposes in the first year were nearly nine 
millions of dollars and in the second were more than nine and a half millions. 

The man continues to withdraw from the teaching profession, at least relatively. 
Of the 6,240 teachers in graded schools 1,160 are males. Of the 13,657 teachers in 
ungraded schools 5,554 are males. The whole number of teachers in 1884 was nearly 
20,000. This statement shows that there were twenty-two per cent as many male 
as female teachers in the graded schools in 1884. But the gain in those schools 
in the years 1883 and 1884 was 700 females and only 40 males, the increase in 
male teachers being less than six per cent of the gain in female teachers. Meanwhile 
there was a decrease of 500 males in ungraded schools. 

Mr. Raab was no sooner in office than he began a campaign for the improvement 
of the school law. Believing that the greatest need of the schools was the improve- 
ment of the teaching force and that the teachers' institute is a most admirable instru- 
ment for the accomplishment of that end, he determined to secure favorable action 
on a comprehensive institute law if possible. To the General Assembly of 1883, 
therefore, must the credit be given for the enactment of a law that has increased in 
popularity from that day to the present. Its provisions may be briefly stated. 
By an amendment to Section 51 of the school law the county superintendent is 
directed to charge each applicant for a certificate, or for the renewal of a certificate, 
a fee of $1, and he is required to regard the fund so created as the county institute 
fund. The law directed each county superintendent to hold an institute of at least 
five days annually, but permitted him, if he regarded it as more advantageous, to 
combine with some other county in the holding of a joint institute. All teachers 
holding valid certificates were admitted to the institute without charge, as were those 
who had paid a fee of $1 within the year for an examination that had been unsuccessful. 

At last the State had an institute law that was workable, for the fees derived from 



THE EDUCATIONAL HISTORY OF ILLINOIS 153 

the examinations produced a fund that would secure good talent for the teaching 
force. This fund amounted to $21,634.50 the first year and the attendance at the 
institutes nearly doubled, 11,406 persons being in attendance. We must at once 
give Mr. Raab a long credit mark. 

The statistical tables are very inviting, but are available for all who desire to 
work through them, hence any considerable number of them must be denied a place 
here. An exception must be made in the case of an article by Mr. Pillsbury with 
the heading, 

"Some Statements Relative to the Teaching Force of the State." 

The collection of this material was entered upon some four years previous to its 
publication and was an attempt to settle certain matters that were much talked 
about, but of which little was really known. The number of persons included in the 
examination is ninety per cent of the whole teaching force of the State, a sufficiently 
large percentage to give reliable results. 

And here are some of the facts of interest that were revealed by this statistical 
study : 

1. Of the teachers in ungraded schools sixty per cent were born in Illinois. Of 
the men in graded schools only thirty-seven per cent were native to the State. This 
is not far from what would be expected, as the ungraded schools are unlikely to 
attract immigrants. 

2. The teachers in graded schools are five years older than those in ungraded 
schools. This, again, would be expected — at least, that they are older. In the 
ungraded schools the ages were 27 and 21.7 respectively. 

3. With what experience did the teachers engage in their work? This is a 
matter of grave importance, for the skiU exhibited wih depend in no small degree 
upon the length of time the workers have been engaged in their calling. 

The average for male teachers in graded schools was 81.5 months and for female 
teachers, 59.5; for teachers in ungraded schools the numbers were respectively 
34.5 and 21.5. 

4. Is there such a thing as a teaching profession, a body of workers who per- 
sistently continue at the calling? Here is the report for 1884. The tables show 
that the number of those who had chosen teaching as a calling was very small. The 
percentage of beginners for males and females in graded and ungraded schools ran 
as follows: 4.5, 8.9, 20.4, 20.8. It is further disclosed that one-half of the teachers 
in the ungraded schools had taught less than ten months. The probabilities point 
to the following as the life of the teaching force of that time : Men in graded schools, 
81.5 months; women, 59.5. In ungraded schools the numbers are respectively 34.5 
and 21.5, that is, the numbers reported above indicate also the average time of 
service. If a subsequent examination should show an increase in the average 
experience of those teaching, these figures would, of course, be changed. 

5. How many of these teachers had received any special preparation for the 
work in which they were engaged? Only 2,388 or 13.4 per cent. The following 
statements show the distribution of these favored ones: Graded schools — men, 
22.8 per cent; women, 21.6 per cent.; ungraded — men, 10.8 per cent; women, 8.5 



154 THE EDUCATIONAL HISTORY OF ILLINOIS 

per cent. This is a sorry showing when compared with what coiontries across the 
sea were doing. 

6. What of the scholarship of the teachers? The following is the exhibit of 
those having secondar}- instruction : About one-half of the whole number were high- 
school graduates. Their distribution among the four classes in the order followed 
was 60 per cent, 67 per cent, 42.9 per cent, 45.3 per cent. These figures are a little 
higher than was expected, and show what an important factor the high school had 
become in its relation to the teaching force. 

7. About 7,000 of the teachers — 38 per cent in round numbers — had received 
neither secondary nor high school instruction. 

8. In the earlier da}'s, in New England, a considerable portion of the teachers 
were college undergraduates. They spent the long vacation in the winter, in some 
colleges arranged with that in mind, in earning means with which to continue their 
studies, often encroaching upon the succeeding term. Whittier has made us familiar 
with the type in one of the delightful "Snow-bound" pictures. We should not 
expect so favorable a showing in Illinois. Of the men in graded schools about one- 
third had received college instraction : oddly, the ratio of the women is about the 
same. In ungraded schools the. ratios are respectively 23.5 per cent and 9.8 per 
cent. 

9. As would be expected, the life of the teacher in Chicago is materially longer 
than the statistics cited show. They seem to indicate something like a ten-3^ear 
tenure. In the larger cities it itms down to six years and in the smaller to less 
than four. 

Here are some of Mr. Pillsbury 's deductions from his figures : 

1. We employ far too man}' teachers who seek this employment to earn a little 
money. 

2. The imperati^'e need of the public-school system is more Normal schools. 

3. Many lack a large part of the education which the teachers of our public 
schools should possess. 

4. The country school is the peculiar sufferer. 

It is to be regretted that no other statistician has attempted to repeat Mr. Pills- 
bury's task after a lapse of twenty years. It would be extraordinarily valuable, as 
it would enable us to form a more satisfactorj^ judgment as to how we are coming 
on and what we should do about it. » 

Other contributions that serve to make this volume historic are as follows : " Brief 
History of Early Education in Illinois," by Dr. Willard; "Good Schools," by the 
Superintendent; "School H3-giene," by the Superintendent, and several tables of 
statistics in addition to those required by law. In all of the reports the contributions 
by the county superintendents are worth studying and they will receive attention in 
the chapter detailing the development of that office. 

The report covering the years 1885 and 1886 still shows schools that pay male 
teachers only f 12 a month and female teachers $11. Indeed, in 1886 the figures ran 
down to $10 and $8 respectively. It is also noticeable that the number of pupils 
enrolled in ungraded schools shows a steady decline as the graded-school enrolment 
enlarges. 



THE EDUCATIONAL HISTORY OF ILLINOIS 155 

Again the comparative tables reveal their wonderful story of growth. Thus, the 
total amount paid to teachers in 1855 was less than a quarter of a million, while 
twenty-one years later it was more than twenty-four times as much. This is more 
striking: The total expenditures for the year 1855 were $277,583, while for 1886 
they were nearly thirty-seven times as much. 

In this report is the article on " Early Education in Ihinois," contributed by 
Mr. Pillsbury. It covers one hundred pages and must ever remain about the only 
reliable authority for the period with which it deals. Every writer on the history 
of education in Illinois is profoundly grateful to its untiring author. Much of it 
appears in these pages. It was a labor of love and covered years of research. It is 
difficult to understand how one not so favorably situated could have gathered these 
widely scattered facts and put them in so attractive a form. 

In 1886 the Democratic convention nominated for Superintendent of Public 
Instruction Franklin T. Oldt, of Carroll County. Mr. Oldt had been for many years 
the superintendent of the schools of Lanark. He was not widely known, but was 
recognized by those who had been familiar with his work to be a very capable and 
intelligent man. The Republicans nominated the eminent Richard Edwards, for 
fourteen and a half years the president of Normal University and subsequently the 
successor of Owen Lovejoy, in the Congregational Church of Princeton. He was 
also connected with Knox College for a time as its general agent. Dr. Edwards led 
his ticket by some thousands, as did Mr. Oldt on the Democratic ticket. It is thus 
seen that the schoolmasters are coming to their own. 

The Eighth Superintendent of Public Instruction. 

Dr. Edwards was duly installed in office at the beginning of 1887. The two 
admirable reports of the department which bear his name indicate some of the 
interests that he served during his tenure of the office. 

One of the tasks that he undertook was a revision of the school law. It will be 
remembered that there were certain radical changes in 1872. Since that time 
amendment had followed amendment until the law was extremely complicated and 
in some respects in hostility to itself. Further, as the law was published the ninety- 
eight sections were not so arranged as to be easy of examination. 

The Thirty-fifth General Assembly assigned the work of revision to the Superin- 
tendent of Public Instruction. He was assisted by Hon. E. R. E. Kimbrough, of 
Danville, a lawyer; County Superintendent Albert G. Lane, of Cook County; Prof. 
John W. Cook, of State Normal University, and Superintendent Newton C. Dough- 
erty, of the Peoria schools. The various sections were rearranged under sixteen 
Articles. 

Mr. Pillsbury appears again in this volume as the author of two valuable sketches : 
the "History of State Normal University" and the "History of the University of 
Illinois." Dr. Edwards contributed a number of inspiring articles on subjects 
immediately connected with the schools. 

In 1887 the National Education Association held its summer meeting in Chicago. 
The educational people seized the opportunity to prepare an exhibit of the school 
work of the State. At the meeting of the State Teachers' Association, in December, 



156 THE EDUCATIONAL HISTORY OF ILLINOIS 

1886, a committee was appointed "to make the necessary arrangements for a State 
exhibit of all classes of educational work" at the National Educational Exposition 
to be held in connection with the annual meeting of the National Education 
Association, in July. The committee consisted of the following persons: Richard 
Edwards, S. H. Peabody, A. R. Sabin, W. L. Steele, C. J. Kinne, C. W. Tufts and 
John HtiU. 

The General Assembly indicated its sympathy with the movement by making 
an appropriation of $2,500 "to aid the schools of the State to make an exhibit of 
their work," at the time and place before mentioned, and the committee was author- 
ized "to expend the same or such part thereof as might be necessary for the pur- 
pose." The act required a report from the committee to the Governor, within sixty 
days after the close of the Exposition, giving a detailed account of the expenditures 
and a return to the treasury of any unexpended portion of the appropriation. 

The exhibit was made in the Exposition Building. Illinois was assigned a floor 
space of 25,000 square feet and it was crowded to its fullest capacity. Exhibits 
were sent by the University of Illinois, by the Illinois State Normal University, the 
Cook County Normal School, by the State Institutions for the Blind, the Deaf and 
Durrib, the Feeble-minded Children and the Reform School. Twenty-five counties 
and several of the cities also contributed richly to the exhibit, each of the great 
public schools of Chicago being represented. 

A brief quotation from the report of the committee must suffice : 

"It seems to be admitted that the educational exposition of Chicago was the 
largest and most complete that has been held in America. It may be claimed that 
the exhibit from the State of Illinois was not surpassed in extent or variety by an}'- 
other made on that occasion. It was expected that the State, its wealthiest county 
and leading city, should be conspicuously represented in any display that should 
be made within their own borders, and this expectation was not disappointed. It is 
perhaps well that no more of the counties and cities were represented. Had all 
responded as fulh' as did those that came, the entire area given to the exposition 
would have been occupied by Illinois alone." 

The full report may be found in the volume under consideration. 

The report for 1888-90 contains a brief mention of a subject that will receive 
separate mention under its o^^^l heading — "The State Course of Study." The 
introduction of this system of organizing the ungraded country schools was one of 
the notable reform movements in the history of rural schools. 

Reference has been made to the discussions of compulsory attendance laws as 
they have appeared from time to time in the biennial reports. In 1889, the General 
Assembly took the matter in hand and enacted a law requiring attendance for a 
portion of the year at either a public or private school. Statistics convinced the 
legislators that there were more than a hundred thousand children who were not 
receiving the educational benefits that life in a republic demands. Party politics 
was for the time entirely forgotten. The Senate passed the bill unanimously and 
there were but six dissenting votes in the House. 

Notwithstanding the unanimity of sentiment with which the bill was introduced 
and passed by the legislature, the friends of the parochial schools were panic-stricken 



THE EDUCATIONAL HISTORY OF ILLINOIS 157 

in some mysterious way. Superintendent Edwards was not at all responsible for 
the introduction of the bill nor for its passage, although he was favorable to the meas- 
ure, as were the school men generally. He contributed an article in his report, 
explaining the character of the law, and showed the admirable results that followed 
its enactment, as indicated by the increased attendance in private as well as in 
public schools. The opponents of the measure called it "the Edwards law," and 
the name stuck and the responsibility as well, to those who had lost their heads in 
the belief that a deadly blow was aimed at the religious schools. Arguments were 
useless. 

Meanwhile, the parties nominated their candidates for the election of 1890. The 
Democrats were first in the field and selected for Superintendent of Public Instruction 
Hon. Henry Raab, who had the prestige of a highly successful administration and 
was a German. These qualifications were of great value at this time for it was the 
adherents of the German Lutheran churches that were especially hostile to the 
compulsory law. Mr. Raab was far from being a Lutheran, his inclinations leading 
him toward free thought in matters of religion. His admirable character, however, 
coupled with the fact of his nativity made him the candidate of candidates for his 
party ; it was the psychological moment for his reappearance. 

The Republican convention followed after and placed in nomination for the same 
office the estimable and capable Dr. Edwards, who had everything in his favor 
except the fact that he was the official incumbent when the hated bill was passed. 
He was a historic character in the educational annals. He was a most effective 
orator, which could not truthfully be said of Mr. Raab. He had served as a clergy- 
man with great acceptance, which should have commended him to his opponents. 
He was most affectionately regarded by the throng who had been his pupils when 
he was at the head of the Normal University. 

The field was cleared for a battle royal. As an instance of the peculiar circum- 
stances that may arise when one seeks the suffrages of the people the following is 
an illustration: The beloved Albert G. Lane was a candidate for reelection to the 
office of county superintendent of schools of Cook county at the same time as the 
State election. He remarked to the writer three days before the election, "Strange 
are the experiences of a candidate for public office. On next Tuesday Dr. Edwards 
will be defeated on the ground that he was responsible for the compulsory law. At 
the same election I shall be returned to my old position. The people who will defeat 
him will elect me, yet I am far more responsible for the compulsory law than was 
Dr. Edwards." His prediction was verified, for it proved to be a Democratic year. 
The candidate for State Treasurer won by a majority of something less than 10,000 
while Mr. Raab's majority was more than 34,000. 

The educational people knew that in any case they were to have a most excellent 
officer, but it was a clear case of punishing the wrong boy. 

As was to be expected, the second biennial report of Dr. Edwards was, like its 
predecessor, a valuable contribution to official educational literature. 

An article by the Superintendent on "The Dangers that Threaten our Public 
Schools," and another by John D. Benedict, the chief clerk, on "Practical Questions 
in Administering the School Law," are especially worthy of mention. 



158 THE EDUCATIONAL HISTORY OF ILLINOIS 

In retiring from office Dr. Edwards has the following to say with regard to his 
assistants : 

" I can not close this report without adverting to the ver}- valuable services of the 
two gentlemen who have occupied the position of chief clerk during the last four 
years, Superintendent J. H. Freeman, of Aurora, and Ex-Superintendent John D. 
Benedict, of Vermilion County. 

" Mr. Freeman entered upon his duties without previous experience relating to 
the same. But by his energy, readiness and high executive ability he soon made 
himself master of all that belonged to his work. 

" Mr. Benedict having done eight years of successful work as county superin- 
tendent and having a good knowledge of the law took up his duties in the State 
office readily. I wish to thank both gentlemen for their good sense, thorough loyalty 
to their work and marked success in the performance of it." 

Upon the retirement of Dr. Edwards from the office of superintendent it had been 
his purpose to engage no longer in educational work, but he was so persistently 
solicited to accept the presidency of BlackbuiTi University for at least a brief period 
that he finally accepted the call and acted in that capacity for a single 3^ear. At 
the expiration of this brief engagement he removed to Bloomington and made his 
home on a pleasant eminence from which he could look across the intervening valley 
to the Normal School, where the greatest work of his life had been accomplished 
from 1862 to 1876. Here he spent the remaining years of his life in delightful retire- 
ment, occasionall}' indulging in his old work of addressing a public that always 
listened with rapt attention to what he had to say. There seems no more fitting 
place in these chronicles to record the main facts of his distinguished career although 
a voliime wovild be inadequate to do him justice. 

Richard Edwards was bom in Cardiganshire, Wales, on the twent}'-third day of 
December, 1822. He died in Bloomington, Illinois, on the seventh da}' of March, 
1908. Eighty-five years and three months lie between these two dates which bound 
the life of one of the most interesting characters in the history of American educa- 
tion. In his eleventh year he began to be an American and thereafter could not 
have been truer to his adopted covmtr}^ if native bom. 

He was the eldest of a family of ten, and the resources of his parents were limited. 
Too much energ}'- was needed to keep bread in the larder to leave much time for 
education. There Avas something in the way of elementar)' instruction in Wales 
and something further in an Ohio district school, with a taste of secondar}' education 
in the Ravenna high school. At eighteen he was a joume^'man carpenter and soon 
after a boss carpenter. But he was always a student of books and what he found 
in them was so enticing that he soon bade farewell to the hammer and the saw and 
determined to devote his life to the work of the teacher. He was twent}'-one when 
this passion took possession of him and the active portion of his subsequent life was 
devoted to some form of educational activity. 

He began as a district school teacher in an Ohio rural school, Avith a salary of f 11 
a month. He soon attracted the attention of a man whose influence changed the 
current of his life. A gi-aduate of Harvard College was resident in his neighbor- 
hood and occasionalh' attended the debating society that had been organized by 



THE EDUCATIONAL HISTORY OF ILLINOIS 159 

young Edwards and some of his companions. He quickly discovered the superior 
qualities of the aspiring schoolmaster and tn-ged upon him the importance of an 
education. Many friends in the community joined Reverend Mr. Hudson in his 
advice, and suggested Massachusetts as offering the finest opportunities for the 
accomplishment of his purposes. It was a great undertaking for a young westerner 
with little money and a narrow, if enthusiastic, circle of friends. Mr. Samuel S. 
Greeley, for many years a resident of Chicago, interested himself very warmly in 
the enterprise and won the lasting gratitude of Mr. Edwards. It is altogether 
probable that what this friend did for him at the psychological moment explains, 
at least in part, what he did for so many young men and young women who were 
similarly conditioned. 

The idea, once dropped into his mind, was like a seed, ready for germination, 
that finds itself in a warm and fertile soil. Mr. Greeley gave him money, without 
which the plan would have suffered hasty shipwreck, equipped him with wise counsel, 
and, as he was about to leave, handed him most valuable letters to prominent edu- 
cational men. One of them was addressed to Samuel J. May, of Lexington, Mas- 
sachusetts, a name to conjure with in those early years of public Normal schools 
in America. 

In October, 1844, Mr. Edwards started for Massachusetts to find educational 
advantages not then available in Ohio. He had managed to possess himself of $30, 
and with this limited financing but with a heart full of courage and hope he plunged 
into the future. Arriving at Cleveland he found that the boats for the East were 
out of commission, so he made the tedious journey to Buffalo by stage coach, only 
to learn that the boat which had disappointed him had arrived three hours in advance 
of the coach. The unlooked for expense had played havoc with his capital, but he 
ventured upon an Erie canal packet and viewed with increasing dismay the rapid 
disappearance of his little store of money. Reaching Albany he was so fortunate 
as to find a man who desired to secure a driver of a team to Westfield. Thanking 
his lucky stars for the lift and investing the larger part of his remnant in a second- 
class ticket to Boston he at last found himself within easy reach of his destination. 
Putting up at a third-class hotel he at once called upon Mr. May, who gave him a 
letter to Principal Tillinghast, of the Bridgewater Normal School, and went with 
him to call upon "Father" Pierce, the first principal of the first American Normal 
School, at West Newton. There he learned of a vacancy in a school at Scituate. 
He declined a pressing invitation to dinner, walked back to Boston — nine miles — 
settled his hotel bill and started on foot for Scituate. He walked eighteen miles that 
night and lodged with a good brother who, perceiving his unmistakable ambition 
to rise in the world, put him to sleep in the attic. He never forgot that inter- 
teresting experience, for a New England northeaster came along in the night and 
howled around the old farmhouse, sifting the snow through the crevices and testing 
the fortitude of the adventurous stranger, hundreds of miles from home and almost 
penniless. The next day he was so fortunate as to receive an appointment at Hing- 
ham, some miles distant. At the suggestion of his employer he started, still on 
foot, to apprise the other members of the board of his engagement. The night was 
dark and rainy. Guided by the cheerful lights of a dwelling he stopped and begged 



1G0 THE EDUCATIONAL HISTORY OF ILLINOIS 

entertain inoiit for the nii^ht, but his appearance was at^ainst him, as his pedestrianisni 
had been anything but impro\-ing to his personal appearance. The householder 
regretted that they had but one spare room and that Mr. Brown was an expected 
guest due to arrive at any time. But happening to refer to Mr. May, with whom 
he had so recently been in jXM'sonal contact, the atmosphere suddenly cleared. The 
" Mr. Brown" fiction was dismissed and he was entertained with the most cordial 
hospitality. And now his main troubles were over. He began his ^^•ork the next 
morning with two fine shillings still in his pocket. 

He taught the Hingham school for two winters, working and going to Bridgewater 
the intervening summer. He finished the course there — it was liut a year in 
length — the next year and iri the fall of 1846 went to Waltham as a teacher in the 
school of which President Hill of Har\'ard Universit}^ was the chairman of the school 
committee. After a \\-inter at Waltham he entered the Rennselaer Polytechnic 
Institute, at Troy. He afterward completed the course, and in 1S4S was employed 
as a rodman on the Boston waterworks. A Mr. Chesboro was at that time super- 
intendent, and twenty years later, then a resident of Chicago, occupied a sitting 
in otie of the city churches at A^•hich Mr. Edwards was temporarily ofticiating. He 
cordially greeted the preacher, as he descended from the pidpit, with the remark, 
" The apprentice often gets above the master." 

But Mr. Edwards did not long remain a rodman. In September of the year of 
his graduation from the Institute he was called to Bridgewater to become the assis- 
tant of Nicholas Tillinghast, the pi'incipal of the school. He never wearied of 
expi'essing his sense of obligation to this interesting man. As an expression of his 
appreciation he conferred the name of his friend upon one of his boys. Mr. Tilling- 
hast was a gi'aduate of the National Military Academy and carried the rigorous 
methods of West Point into the school mider his charge. His pupils passed along 
both the spirit and the methods and made them most energetic principles in every 
school A\itli \vhich they were connected. This was the beginning of Mr. Edwards' 
Normal school work and he was to be in the thick of it quite continuously for the 
next twenty-eight years. 

He remained at Bridgewater for nearh' five \-ears, his salary adA'ancing meanwhile 
from S300 to ^?700. His experience at Bridgewater produced a profound impression 
upon his life and character. It was an interesting" incident in his career that three 
of his fellow students there were afterward associated with him as subordinate 
teachers at Normal. The}- were Thomas IMetcalf, so affectionately remembered as 
the bel(n-ed "Saint" Thomas, Albert Stetson, and Edwin C. Hewett, who succeeded 
him in the presidency. 

Mr. Edwards left Bridgewater to become the principal of the English High School, 
at Salem. The sigTiificance of this simple annoimcement is not apparei^t on its 
face, Salem \\-as almost under the eaA'cs of Har\-ard College. The new Xoi-mal 
schools were a bit too insignificant to win even the contempt of the college men. 
And more than that — here was a man A\dio could not pronounce the shibboleth of 
culture. He \\-as but a Normal school graduate with a }-ear or two at a pol>-technic 
institute. It was true that he had been for five yeare a teacher at one of the new 
"short-cut" institutions to an education, but he had dealt with but the rudiments 



THE EDUCATIONAL HISTORY OF ILLINOIS 161 

of learning. But for some reason they were glad to have him at Salem. In some 
way he had discovered other agencies than the college to lift himself into their esteem. 
The selection of such a man to such a position was as fine a tribute to his ability as 
any event in his long and active career. He made an overflowing success. So 
capable did he prove himself to be that he was designated as an agent of the State 
Board of Education under the directions of the distinguished Horace Mann, dis- 
charging the duties of the office in addition to his responsibilities as principal. His 
reports to the board are interesting reading. He occupied the position for a single 
year only, for he was next selected as temporary principal of the Salem Normal 
School, and opened that institution on the 13th day of September, 1854, with one 
assistant. A month later, "on account of the large number of pupils," he was given 
an additional assistant and on the meeting of the governing board he was made 
permanent principal. 

As agent of the State Board he was called upon to make frequent addresses to 
the public and to bodies of teachers, and thus found rich opportunity for the culti- 
vation of his remarkable natural gifts as an orator, and his later successes were 
doubtless due, in no small degree, to these educative experiences. 

Mr. Edwards remained at the head of the Salem Normal School for three years. 
The school grew rapidly, and his influence and reputation widened proportionally. 
Meanwhile the city of St. Louis had established a training school for teachers and 
was looking about for the right man to take charge of it. It was quite natural for 
them to turn Massachusetts way, for that little commonwealth had done more than 
any other State in the development of the Normal school as a distinct institution 
as contrasted with an annex to some other school. There were in that State, there- 
fore, more men who were informed with regard to competent Normal school princi- 
pals than could be found elsewhere. Mr. Edwards had come into personal relations 
with the eminent Horace Mann, the great-hearted philanthropist, who had repre- 
sented his State in the United States Senate and who turned his back upon other 
political honors that waited only his nod of acceptance. He also gave up a lucrative 
law practice and determined to give his life to the cause of popular education. Doubt- 
less Mr. Mann had much to do with the call that came from St. Louis to Mr. Edwards, 
who had been solicited in 1856 to accept the principalship of their proposed insti- 
tution. He could not then be persuaded to leave his work at Salem, but when the 
call was renewed the following year he accepted, and organized the school and began 
his work. 

A record of his compensation is not without interest. In Ohio he had served 
for $11 a month and lived on the community by " boarding round. " When he went 
to Bridgewater he received $300 a year, but it was soon increased until it reached 
the princely proportions of $700. When he went to the Boys' High School at Salem 
he received $1,000. The following year he was offered $1,200 to become the agent 
of the State Board of Education, whose secretary was the honored Bamas Sears. 
His salary of the Salem Normal School was $1,500 and when he went to St. Louis 
he received $2,500. 

While he was working out his plans at Salem, Illinois was astir. It has been 

seen how the State Normal University came into existence and how the quite incom- 
11 



162 THE EDUCATIONAL HISTORY OF ILLINOIS 

parable Charles Hovey set things in order and then marched awa}- with the 33d 
Regiment of ^"oltmteers. The da>-s were dark for the new school which had barely 
established itself in its new building at Normal. A member of the board, Perkins 
Bass, of Chicago, tried to hold things together while the teachers' committee searched 
the coi:ntry for a suitable successor. They had not far to go. A hiuidred and sixty 
miles away their man \\-as waiting for them although he did not know it. His five 
3^ears in St. Louis had made him a western man again. He was in his fortieth year, 
in splendid' health, and bimiing with enthusiasm for his Avork. He was the unani- 
mous choice of the committee and came to the field of his future labors in April, 
1862. He occupied a subordinate position for the remainder of the school year and 
in September assumed the presidency. On the day of his incumbency the writer 
of these lines became his pupil and there began an affectionate intimacy that was 
broken onlv by his death nearly forty-six years later. If something of seeming 
extravagance may appear in an estimate of his character and ability it w411 thereby 
be explained, although the sober reflection of later years abtmdantly confirms the 
opinions formed in those early years. 

Two days are imperishably set against the background of that distant past. The 
first is a Monday afternoon in the, earh- September of 1862 and the other the closing 
dav of the fall term of 1875. The former was matriculation day and the first view 
of the new president; the latter was the day of his retirement from the presidency 
to assume the pastorate of the old Owen Lovejoy Chinxh, at Princeton. It was a 
soiTowful occasion for those who were associated with him as teachers and as pupils- 
The student daA'S had passed and one of the matrictilants of 1862 had been one of 
his subordinate teachers for nine and a half years. Dr. Edwards tried to speak in 
acknowledgment of the parting gifts which covered the table before him, but his 
heart was too full of precious memories and he sank into his chair and bowed his 
head upon his hands in pathetic silence. 

Those were the great years in the life of Richard Edwards. He acquitted him- 
self in a highly superior way in all of the positions of his later life, but he was first 
oflill a teacher, and peculiai-ly a Normal school teacher. He bore the cnicial test 
by which all gi-eat teachers ma}- be recognized. He was capable of entering into the 
lives of his pupils in a most determining way. Brilliancy of intellect may win warm 
admiration; superior scholarship may excite profound respect or e\-en extreme won- 
der; amiability of disposition may awaken enduring affection; but the supi-eme test 
of one's right to claim the name of teacher is the ability to awaken in his pupil an 
overmastering disposition to reproduce his message in terms of life; without this 
outcome of his eft'ort the cunning of the teacher's art is wanting. If this be a just 
measuring stick, Dr. Edwards answers to the description of a remarkable teacher — 
a very remarkable teacher. 

Here are a few of the more striking qualities that explained his phenomenal 
success : 

First of all, he was capable physically. Rather above average height; long 
limbed and spare; a clear case of the nervous and impulsive temperament: a won- 
derful \-oice with a thrill in it; full of gesture and motion; energetic and tireless to 
the last degi-ee ; in brief, a man to attract attention at first contact. 



THE EDUCATIONAL HISTORY OF ILLINOIS 163 

Then he had an unusual endowment of native abiHty. His mind was quick and 
alert. He acquitted himself brilliantly in all of the situations that engaged him. 
There was added to this happy gift a warm emotional nature. He was impulsive 
rather than judicial in his earlier years, but he took on a more deliberative habit as 
he grew older. He was capable of the most unbounded enthusiasm. Supplement 
these qualities with an energy that was suggestive of the resistless tide of the sea 
and you have a trinity that laughs at obstacles. Because of the privations of his 
childhood and early youth the world of science, of art and of letters was a delayed 
revelation, but when his quick spirit found its wa}^ into it he was enraptured with 
the vision that was revealed to him. Those who were bom on the high plateaus 
and to whom the great sweep of a landscape is a familiar thing can never know the 
ecstacy of an ardent soul that has hungered and thirsted for the summits and at last 
finds itself tantalized no longer with disappointing hopes. There is to be no jog-trot 
in life thereafter. The pure air of the hills, when once he found it, gave him a sense 
of exhilaration and joy; the wide horizon bounded a great new world and invited 
him to a splendid career. He scorned the man who asks the time of day when at 
his work, however severe it may be. He knew only to do what was within his 
power when the interests of his pupils were involved. 

This was the man that some hundred and fifty of us found ourselves in contact 
with nearly a half-century ago. His enthusiasm for teaching suffused the whole 
institution. The atmosphere was surcharged with it. He looked upon it as a sacred 
calling, for he was an idealist to the core. And he poured his life into it with copious 
prodigality. He was one of the old crusaders back again out of the past and gather- 
ing his followers around his standards. Every one must have the glow in his face. 
Indifference was intolerable. Selfishness was not one of the deadly sins; it was all 
of them. He scorned the suggestion that one should ever think of himself when 
the interests of childhood, which are the interests of humanity, are at stake. It is 
not strange that the young men and women that went out from the sphere of his 
influence should fancy that they had a mission and that they should be characterized 
as idealists and enthusiasts and all that occasionally. 

He had the profoundest respect for our ordinary, common life, and festooned it 
with graces and beatitudes that the "practical" man could never discover. And 
he was always urging us to see what was so plain to him and hidden from us because 
of the very commonness of it. Because of what is possible through the ministry of 
education he was always exhorting the young to press against the molding influence 
of the cultural forces of the times and to select the finest, those that make for the 
highest intellectual development and preeminently those that make for righteous- 
ness. He had an almost dangerous faith in the possibilities of young men and young 
women. Upon their shoulders he would la^^ large and grave responsibilities and 
would enjoin them to carry their burdens splendidly and never to submit to the shame 
of failure. His own remarkable career in lifting himself out of humble life and dis- 
couraging conditions made him believe in a wonderful way in the capacity of others. 
He was the prophet of the strenuous life. Work was the gospel that he and his fellow 
teachers were forever preaching. They were of one mind about it, but the idealism 
of it saved it from drudgery and made it engaging and fine. 



164 THE EDUCATIONAL HISTORY OF ILLINOIS 

Add to what has been said the gift so common among genuinely capable men, 
a memory that never forgot the name of a student and that charmingly enriched 
all of the subjects with which he dealt. The}^ were relatively elementary, but they 
illustrated in a striking way the cultural possibilities of a somewhat simple content 
in the hands of a skilful teacher. The situation gave point to an oft-quoted remark 
that should be made with great caution, that the method of treatment is of more 
importance than the subject matter. His reading classes were notable examples of 
this principle. With a superb voice and a passionate sensitiveness to ideas and 
emotions, he was a fine reader. But the exercises were far more than an elocutionary 
drill, although they were that also. They were the study of the best literature and 
of its adequate vocal expression. "Thought analysis" was the unique feature of 
his method and the vistas that it opened made the study a liberal culture. Such 
previously unrevealed possibilities disclosed a new view, a wonder-world, so novel 
and interesting that the pupils pushed into it with much of the enthusiasm of their 
leader. 

With these qualities he joined a' fine technic in the management of a class and of 
the material of instruction. His example amply justified his claim that there is a real 
art of teaching grounded in a science of education. He was the conscious master of 
a process and seemed to appreciate the pupil's difficulties by a sort of divination. 
He knew how much of the right sort of assistance to give him to enable him to catch a 
trail that would otherwise have been too obscure for him to search for it advanta- 
geously. He was extremely fond of teaching and did it with such satisfaction and with 
such delightful skill that it made us all anxious to try our hands at it. Of course, 
it happened, with such a vigorous example, that a few caught only his personal 
peculiarities and afterward paraded them before their schools, but they were incapable 
of any deeper insight and were all the better for what little they got. This aspect 
of his peculiar skill is dwelt upon, for after all the intervening years and the devel- 
opment of our latest pedagogy we have but few extremely skilful teachers of young 
men and young women, whatever we may have accomplished in training teachers 
of children. 

His management of the school as a whole may be inferred from what has been 
said. He had a task that called for great energy and great patience. He had more 
of the former than of the latter, yet he exhibited admirable tact. He did not always 
have his fiery spirit under complete control, when it rose like a tidal wave, but it 
made few or no enemies, for the cause in which it exhibited its sometimes tempes- 
tuous energy was its complete explanation. With what admiration we talk about 
it and with what words of praise we dwell upon it ! The Normal school was then 
a new institution in our American life and there were enemies to spare. Worst of 
all, many of them were found where there should have been only friends. After 
all of these years, with the Normal school established as an essential factor in our 
educational agencies, one who was in the thick of the fight can look back upon those 
old battle-fields with real composure and can regard "the enemy" with a larger 
measure of charit}^ than when he was threatening the life of an institution that the 
seers recognized as absolutely indispensable to any adequate solution of the problem 
of popvilar education. Doubtless the survivors have long since repented and have 



THE EDUCATIONAL HISTORY OF ILLINOIS 165 

only regrets for their mistaken zeal. There are those in the North who opposed 
the prosecution of the war in the earh^ sixties and who would have consented to a 
pitiful compromise for peace, even to the dissolution of the Union of the States, who 
would be happy indeed to expunge the hateftd record; for them we have only pro- 
found sympathy. It is too bad that they should have been on the wrong side when 
the chances are few to be splendidly right. Dr. Edwards was splendidly right and 
the consciousness of it kept the smile upon his face when the shadows were long and 
the evening was coming on. It was heart-breaking in the early days to be mis- 
understood and misrepresented and opposed at every turn in the great work that he 
was doing. Not a few of the " statesmen ' ' at. Springfield decorated their oratory 
with ridicule and waxed eloquent over the superlative virtues of the old-fashioned 
school and the absurdities of attempting to teach people how to teach. But he won 
his battle and secured his appropriations and piloted his craft into comparatively 
comfortable waters before he gave up the task. 

One must speak further of the stimulation to growth that every student who 
caught the spirit of the school carried with him to his work. Added to the intense 
conviction that no other calling could compare in sacredness with that of the teacher 
was the feeling that every day must witness some substantial growth in scholarship. 
There must be a conscious expansion of knowledge and power. The school must 
be for the teacher as well as for the pupil. A finished education ? Perish the thought ! 
A text-book in the hand to ask questions from? Shame upon one who is not master 
of the work of the day ! There is too much com to be cultivated and there are too 
many dishes to be washed to rob the field and the kitchen without enriching the 
school. 

Then the immense influence that Dr. Edwards exerted through his text-books 
in reading amounted to a revolution. The series had an immense sale and had a 
double function : it furnished reading matter, in the higher grades especially, of the 
finest literary quality, and it gave to the teacher a method that in many respects 
has never been surpassed. 

Mention has been made of his great power as a public speaker. He had the 
orator's art of arousing his hearers to his own enthusiasm and especially of giving 
to the commonplace a dignity that is ordinarily denied it. He had never been 
ordained to the ministry yet he was often called to fill pulpits, and his magnetic 
personality made him very popular. He began to receive calls to pastorates and 
one of them was too attractive to be declined. He therefore took orders, and in 
January, 1876, became the pastor of the Congregational Church of Princeton, Illi- 
nois. Owen Lovejoy, the great apostle of freedom, had been there before him, so 
he came to a great estate. He was equal to the task and spent nine happy years 
in work that was in the highest and completest sense to his liking. The cares and 
vexations of his strenuous life at Normal dropped from him like a discarded gar- 
ment. These ministerial years were sacred in his memory, for he felt that they were 
full of the richest spiritual growth. He enjoyed the confidence and companionship 
of the people of that cultivated little city and he had, perhaps, his rarest opportunity 
for the family life that was so' dear to him. 

Any sketch of Dr. Edwards would be notably incomplete without the mention of 



166 THE EDUCATIONAL HISTORY OF ILLINOIS 

one who walked by his side, shared his hardships and successes for almost sixty years, 
and was his constant inspiration and support. It was in 1849, on the fifth day of 
July, that he married Betsv Josselyn Samson. Eleven children were bom to them, 
of whom nine survive. Mrs. Edwards and two of her daughters, Ellen and Florence, 
continue their residence in Bloomington. In writing of her father Miss Ellen 
Edwards says: "He was preeminently a family man, a home-lover. He had the 
hospitable heart and preferred always to meet his friends in his own home rather 
than elsewhere. His wife and children had his confidence; they shared/ intimately 
his griefs and joys, his defeats and his successes. 

" In St. Louis, before the war, he would take us all — there were only five of us 
then — on his lap and sing about the greed}^ old woman who took more apples than 
she could carry, and when ' Her apron strings broke and she let them all fall ' the chil- 
dren would roll down on the floor in a heap of merry laughter. If he was merry 
the house was bright. When he was blue he was very blue, and the household was 
under a cloud. The moral of his story stayed with us. There was always a moral 
to his stories, preferably stated with distinctness. In St. Louis we heard all of the 
Shakespeare stories, and became vigorous patriots whose last bit of money or life 
blood was for Abraham Lincoln on demand." 

He was honored with many degrees. From Rensselaer Polytechnic Institute 
he received C. E. and B. S. in 1848; from Harvard, A.M., in 1863; from Shurtleff, 
LL.D., in 1867; from Blackburn College, D. D., in 1891. He was a member of the 
Illinois State Teachers' Association for forty-six years and at the time of his death 
was a member of the N. E. A., of the Illinois Historical Society, of the McLean 
County Historical Societ}', of the Bloomington College Alumni Club and of the Com- 
mittee of One Hundred, American Association for the Advancement of Science, on 
National Health, and was also President of the McLean County Bible Society. 

He loved to visit the school with which he had been so closely identified in its 
early history and he spoke there a few da}"s before the end. At the semi-centennial 
celebration, in June, 1907, he was a central figure. In a notable speech he said, 
"I love to be remembered here; I trust that you will speak of me when you meet." 
The next speaker was a member of his first class and one to whom he had been 
peculiarly a friend. With a heart that was full of love and gratitude he said, " Forget 
you. Dr. Edwards! Not while memory holds her gracious empire in the soul." 
And so say we all of us, his gray-haired boys and girls. 

The writer can not close without endeavoring to express the deep obligation that 
one must ever feel toward his benefactor. To him far more than to any other man 
he was indebted for recognition and for the chances to show what he could do in 
the first twelve years of his professional life. 

Superintendent Raab's Second Administration. 

Mr. Raab selected for his chief clerk Mr. James Kirk, of whom he remarks: 

" I wish to give expression of the highest appreciation of the services of my 

assistant, Mr. James Kirk. Ever ready to do the often tedious work of the office, 

he has familiarized himself with all of its details and faithfully executed whatever 

fell to his share. Accurate and painstaking, industrious, and courteous to visitors. 



THE EDUCATIONAL HISTORY OF ILLINOIS 167 

he has been to me a true assistant and helper. His experience as a county and city 
superintendent has been of great value to the office." 

Each of the successive biennial reports has not only given the statistical infor- 
mation prescribed by law, but has added a mass of most valuable material in the 
way of suggestions to school officers, teachers, and to the public in general, although 
it could hardly be expected that an official document would have large circulation 
among lay readers. Moreover, there is to be found in these volumes much of an 
inspirational character that has had a marked influence upon public sentiment as 
it has reached school patrons through the school people. 

In the present volume Mr. Kirk has an article on "The Care of School Funds," 
and the Superintendent contributes instructive articles on "The Annual Institute," 
and "The Rural School Problem." 

Although Mr. Raab owed his election in no small degree to the opposition 
to the compulsory law, he shows his independence by an article in which he 
discusses the question candidly, indicating his belief in the wisdom of such legis- 
lation. 

The law establishing annual institutes provided that instructors must be licensed 
by the Superintendent of Public Instruction. Superintendent Raab recommended 
the holding of an annual institute whose membership should be the licensed institute 
instructors of the State. As the necessities of the situation require some three 
hundred workers and as there exists the greatest diversity of ability and attainment, 
it would seem to be in the interests of true economy to secure some uniformity of 
plan. 

In June, 1892, although there were no funds with which to pay the legitimate 
expenses of instructors, Mr. Raab called a convention of licensed instructors and 
county superintendents, which continued for two days. A profitable session was 
held. President Cook and Professors McCormick, Felmley, Colton and McMurry, 
and Miss Ela, of the State Normal University; Professor Hull and Miss Anderson, 
of the Southern Normal University; Mr. Bums, of Monmouth, and Professor Harker. 
of Illinois College, assisted in this "labor of love." 

The General Assembly was asked to make an appropriation for the support of 
so practical an instrumentality, and in the hope that his request would be granted 
Superintendent Raab held a second institute in June, 1893, of three days' duration. 
No funds having been placed at his disposal for that purpose he was obliged to meet 
the expenses out of the contingent fund, thus crippling other enterprises. The 
institute was discontinued in 1894. 

At the 1893 session the following well-known institute conductors assisted: 
R. R. Reeder, Miss Lottie Jones, Mrs. Ella F. Young, W. F.Rocheleau, S. B. Hood, 
H. W. Dickinson, Silas Y. Gillan, F. W. Parker and the Superintendent of Public 
Instruction. 

The Columbian Exposition afforded an unprecedented opportunity to exhibit 
the work of the educational institutions of the world. To be properly represented 
at such an array of achievements was a natural ambition of the Illinois school people. 
The General Assembly was awake to its responsibility, and in providing funds for 
the part which the State was expected to play did not forget the educational interests. 



168 THE EDUCATIONAL HISTORY OF ILLINOIS 

A special building, erected by the State, yielded a portion of its space for some of 
the features proposed by the managers. 

The act authorizing the exhibit provided the following: 

a. A model common- school room of high grade, fully equipped and furnished, under the direc- 
tion of the Superintendent of Public Instruction. 

b. An illustration of the methods and results of educational work as pursued by the State Normal 
Universities, the public, technical and art schools and the high schools of the State. 

c. An exhibit by the University of Illinois of the equipment, methods of instruction, and the 
achievements of that institution in its several departments. 

For the collection and arrangement of the material, Mr. William Jenkins, recently 
superintendent of the schools of Mendota, west side, was selected. Mr. Jenkins 
made a careful study of the situation and the exhibit was installed in accordance 
with his plans and designs. The elementary and high schools freely contributed to 
the display and thus made it possible for an intelligent student of education to 
determine the character of the instruction afforded the children of Illinois, so far as 
an examination of results can furnish such information. The pictures, blue-prints, 
apparatus, furniture, school decorations, text-books, reference books, maps and all 
the rest of the material equipment of the school concretely illustrated the environ- 
ment and working tools of the pupils. A model schoolroom exhibited the appliances 
in their proper relation to each other. 

The exhibit of the University of Illinois was mainly polytechnic and attracted 
the attention of the people to the superior facilities afforded by that institution in 
that line of work. The two Normal Universities were creditably represented, having 
custodians in charge of their exhibits who were familiar with the working plans of 
the two schools and therefore competent to instruct those who were making an 
especial stud)-^ of the teachers' schools of the country. 

The following is the award of Josiah H. Shinn, Individual Judge, which was 
approved by the President of the Departmental Committee and the Chairman of 
the Executive Committee on Awards : 

First, the display from all parts of the State gives evidence of a good public- 
school system. Country and town alike are permeated b}^ its salutary effects and 
unite in presenting excellent results. 

Second, the showing is very finely made by the city schools, especially Chicago. 
The work is scholarly, progressive and inspiring. 

Third, the kindergarten, drawing and primary work of the large schools are 
excellent. 

Fourth, the system of Normal colleges or schools is one of great merits and their 
work excellent. 

Fifth, the system of superior instruction of the University of Illinois is excellent. 

It is quite obvious from the construction of the above report that the writer was 
not competing for a prize in English. 

Reference was made, in considering the Eighteenth Biennial Report, to an article 
by John D. Benedict, on "Some Principles of the Illinois School Law." With such 
amendments as time and circumstances required, the article was reprinted in the 



THE EDUCATIONAL HISTORY OF ILLINOIS 169 

Twentieth Biennial Report, the additions having been made by Mr. Kirk, the chief 
clerk under Superintendent Raab. It is a condensed statement of the provisions 
of the law and powers and privileges of teachers and school officers. It will be found 
of great service to those who wish to make an exhaustive study of the evolution of 
the Illinois school law. 

In 1891, the General Assembly passed a law giving to women the right to vote 
for " any officer of schools under the general or special school laws of this State. " 

The Supreme Court by two decisions modified the scope of the law, declaring 
that women may not vote for a State or a cotmty superintendent of schools. The 
Court held, 139 111., 622, that "the legislature had and has no power or authority 
to invest women with a right to vote at an election held for a county superintendent 
of schools." As the Constitution of the State prescribes the qualifications of electors 
for that office they can not be changed by an act of the legislature. The only 
remedy is by a constitutional amendment. This decision debars women, except 
the very few who may have the constitutional qualifications, from voting for a State 
or county superintendent of schools. 

The second decision confirmed the right of women to vote for other school officers, 
if they possessed the general qualifications of age and residence, for these offices are 
not specified in the Constitution and being creations of the General Assembly the 
qualifications of electors for those offices may be prescribed by that body. 

. In two contributions to the Twentieth Biennial Report, Superintendent Raab 
expressed his educational views with regard to primary schools and also to the prep- 
aration of teachers for common schools. With respect to the branches that should 
form the course of study and the extent to which they should be taught he assumed 
the position substantially held by the schools of Europe and especially by the German 
schools. As to the manner in which this instruction should be given he held pro- 
nounced views, for he had worked out his theories in specific details. To be able to 
think logically and to work happily is the great desideratum for the pupil, while in 
the teacher "the love and forbearance of the mother" should abundantly manifest 
themselves, they "should be blended with the earnestness, firmness and consistency 
of the father." Mr. Raab's attitude will thus be understood. While he stood for 
all the loving consideration for the child that the warmest affection would warrant, 
and held to the doctrine of interest so richly developed by his great countrj^man, 
Herbart, he realized the necessity for that rigorous, cultured discipline that has also 
characterized the work of the German teacher. In brief, Mr. Raab was an Ameri- 
canized German, bringing to his new citizenship the genuineness and thoroughness 
of his native land and combining it with the gentler method of his adopted land. 

He stood especially for drawing, music, manual training, the kindergarten, and 
all of the other innovations that have so changed the character of the school, but 
he mingled with them the leaven of earnestness and the demand for tangible results 
in that sterling character that fits one for the real battles of life. With even greater 
insistence, if possible, he stood for the professional preparation of the teachers, and 
in his public addresses as well as in his reports contributed richly to that newer and 
advancing sentiment that will in its own time put a professionall}' prepared teacher 
into every school. The attitude of this interesting man toward his work can not 



170 THE EDUCATIONAL HISTORY OF ILLINOIS 

better be expressed than by a brief quotation from his paper, " The Future Primary 
School": 

" To the teacher mav be tiaily said what Goethe causes Faust to say to his famukis 
Wagner, when the latter complains of the ^'astness of studies : 

' You'll ne'er attain it, save you know the feeling. 

Save from the soul it rises clear, 
Serene in primal strength, compelhng 

The hearts and minds of all who hear. 
You sit forever gluing, patclung ; 

You cook the scraps from others' fare 
And from your heap of ashes hatching 

A starveling flame, ye blow it bare; 
Take children's, monkeys' gaze admiring. 

If such your taste, and be content. 
But ne'er from heart to heart you'll speak inspiring, 

Save your own heart is eloquent.' 

" No instruction is of an}' avail when it leaves the child indifferent. Even the 
most difficult will become eas}' when the teacher knows how to awaken the interest 
in matters of instruction, and how to keep it alive. By this alone can the attention 
of the students be kept awake, and mthout this no teaching can prosper. To be 
wearisome and monotonous — this has been \-ery truly said — is the cardinal sin 
of all teaching. Coercion, displeasure and impatience of the teacher annihilate the 
sympathy of the pujoil in the instruction. Whoever knows how to interest children 
will grow tired sooner in the conversation than they themselves. 

'And deep be the stake, as the prize is high — 
Wio life would win must dare to die.' " 

The article on " The education of Teachers for the Common Schools'" takes high 
grounds in its demand for Normal schools, but scourges with a ^^•hip of scorpions the 
mechanical methods of too many of the teachers' seminaries. 

Henr}' Raab and Richard Edwards represented two distinct types of school men, 
yet with passionate ardor they pressed for a common goal. They were a great gift 
to the schools and should be enshrined in the memories of the people. 

The Nixth Superintendent of Public Instruction. 

In 189-1 the Democratic convention renominated Mr. Raab. He certainly 
merited the honor. The Republican candidate for the same office was Prof. Samuel 
M. Inglis, a professor in the Southern Illinois State Normal Uni^•ersity. We have 
seen how Mr. Raab was elected in 1890 by the defection of a large German-Republi- 
can element, offended because the}' regarded the compulsor}' school law as a menace 
to their parochial schools. In 1892 the Republican part}" stift'ered its first guber- 
natorial defeat for fort}' }'ears. Go\'ernor Altgeld ^^•as elected b}' the same vote 
that went to Mr. Raab. In 1894, however, the storm had passed, and Mr. Inglis 
went in with the fine majorit}' of 123,000 and more. 

Mr. Inglis was quite well known in educational circles. ^"Miile he could hardly 
be regarded as a student of education in the modem sense of the term nor as an 



THE EDUCATIONAL HISTORY OF ILLINOIS 171 

educational leader of especial prominence, he had been a school superintendent 
for many years in one of the better towns of Sovithern Illinois, had been a professor 
in the Southern Normal School for several years and was, withal, a popular, lovable 
man, and where known was regarded with much affection. 

He selected for his chief clerk Mr. John W. Henninger, a former resident of South- 
em Illinois, who had been a teacher and superintendent for some years. Mr. Hen- 
ninger served for a time and was succeeded by Mr. J. H. Freeman, already familiar 
with the duties of the office because of his service under Dr. Edwards. Mr. Free- 
man was a most loyal and helpful assistant and was highly esteemed by the educa- 
tional people of the State. 

Mr. Inglis was in declining health when elected. The duties of the office, espe- 
cially the travel and addresses, wore upon him. In the latter part of April, 1897, 
he sought relief at a Kenosha sanitarium, thinking that a few weeks of rest would 
restore him to health. He was doomed to disappointment, as his illness was more 
serious than he and his friends had suspected. While engaged in pleasant social 
converse with acquaintances he suddenly passed away, the golden cord being rudely 
severed. This was on the evening of June 1. 

It devolved upon the Governor to appoint his successor, and in harmony with 
the wishes of all who understood the situation, he selected Mr. Freeman. 

From an address, delivered by Mr. Freeman at the 1897 meeting of the State 
Teachers' Association, the following extracts are taken: 

"Samuel M. Inglis was born in Marietta, Pennsylvania, August 15, 1840. He 
received his early education in the public schools of Ohio. Coming to Illinois in 
1856, a poor boy, he struggled against poverty for an education. After leaving the 
public schools he attended the Mendota Collegiate Institute, from which he grad- 
uated with the first honors of his class in 1861. It was in the fall of 1857, four 
years before his graduation, that he began his life as a teacher. He commenced a 
school soon after his graduation, in the stormy days of 1861, but he soon left the 
schoolroom for the army, enlisting in the 104th Regiment of Illinois Infantry. On 
account of a serious accident occurring soon after his enlistment, he was compelled 
to return home, and his place was filled by. his brother, who was killed by Long- 
street's men at Knoxville, Tennessee. 

" Mr. Inglis retired to his father's farm in Henry county, where he remained for 
some years, caring for his father's family, and teaching in the country schools during 
the winter months. He cast his first presidential vote — for Abraham Lincoln — in 
1864. In the fall of 1865 he was called to the supervision of an academy, located 
in Hillsboro. Here he remained as a successful instinictor until the summer of 1867. 
During these years he occupied his spare time in the study of law in the office of 
Judge E. Y. Rice, of the Springfield district. Home duties requiring his attention 
he returned to his home and assisted in the support of his father's family until the 
fall of 1868, when he was called to take charge of the schools of Greenville. During 
his stay of fifteen years in Greenville he graded the public schools, and in 1883 left 
them in charge of a fine corps of well-trained teachers, the school ranking among 
the best in the State. 

"In April, 1881, Governor CuUom appointed Professor Inglis a trustee of the 



172 THE EDUCATIONAL HISTORY OF ILLINOIS 

Southern Illinois Normal University. In the spring of 1883, through the earnest 
solicitations of his fellow tiaistees and the faculty of the University, he accepted the 
Chair of Mathematics in the institution whose business affairs, as a member of the 
Board of Tnistees, he had so faithfully assisted in managing for two years. 

"In September, 1SS3, Governor Hamilton commissioned him as one of the five 
delegates to represent the State of Illinois at the National Con^'ention of Educators, 
that convened in Louis^^lle, Kentucky, to devise wa}"s and means to better the 
illiterate condition of certain portions of our country. 

"At the close of the third year in the chair of Mathematics, which he had so 
ablv filled, the Board of Trustees transfeiTcd him to the chair of Literattn-e, Rhetoric 
and Elocution, to A\]iich work he devoted his energies for eight years. 

"In 1887, he Avas mamed to Miss Anna Louise Jackson, of Hillsboro, who died 
in 1892. Three years later he was tuiited in man-iage to Miss Louise Baumberger, 
of Greenville. 

"On April 12, 1898, he was honored b>- being tnianimously elected president of 
the Eastern Illinois State Normal School, at Charleston, his duties to commence 
September 1, 1899. He held the degi-ee of A. M., and in the last week of his life 
Blackburn University confeiTcd upon him the degi-ee of LL. D. 

"One of his first official acts was toissue a circular letter to the county superin- 
tendents and prominent educators, rallying them to the support of the bills then 
pending in the legislatiu'e providing for the establishment of the two new Normal 
schools. In behalf of these measures he rendered valuable and efficient work in 
personal appeals to the members of the General Assembly and before the educational 
committees of both Hovtses. as well as in other ways." 

Mr. Freeman calls attention especiall}' to his labors in fin-thering the child-study 
movement, the establishment of rural-school libraries, his active service on the 
various boards of A\-hich he Avas ex o-jfia'o a member, his efforts to secure a law pro- 
viding for classes for the deaf in connection with public schools, and his extremely 
laborious address-making in Avhich he traversed the State from one end to the other. 

The regard in which he was held by his pupils is indicated by letters from those 
who had stood in that relation to him. One Avrites as follows: , 

" To all of his pupils the echoes of his deep, sonorous voice are halloAA-ed memories^ 
for the words that he spoke to us Avere the Avords of tnith and life. "We can never 
forget his commanding presence and the Avhole-souled, genial manner Avhich Avas but 
the natural expression of his kind heart." 

A friend AATites. "Every department of the school reflected his buoyant, sympa- 
thetic and vigorous spirit. The children loA'cd him and the teachers kncAv him to 
be a friend, AA-ise and true. To all those aa-Iio Avere privileged to IcnoAv him as a teacher 
he AAT,11 be an eA'er-present inspiration and a most glorious memory." 

At a meeting of State officers held on June 2, 1898, to take appropriate action 
on the death of Professor Inglis, the folloAA^ing resolution was adopted: 

"Resolved, That as State officers Ave leani AA'ith most sincere and profoimd regi-et 
of the death of State Superintendent of Public Instniction, Honorable Samuel M. 
Inglis, and that Ave desire to place upon record our appreciation of the man}- virtues 
that haA-e characterized him during his long and able career. His acknoAA-ledged 



THE EDUCATIONAL HISTORY OF ILLINOIS 173 

ability has long since'placed him in the front rank of educators. His efforts as teacher, 
professor, and State vSttperintendent of Public Instruction form no small part of 
the history of education in this great State. 

" Professor Inglis was not only a hard worker and a recognized leader in the ranks 
of his profession, but he was a man of sterling Christian character, and was a true 
type of the highest order of American citizenship. His mind was broad and liberal. 
His heart was tender and sympathetic, and the hundreds of young men and women 
in this State who have been encouraged by his kindly help in the struggle for an 
education will join with us in lamenting his death.. To his wife we extend our most 
profound and heartfelt sympathy. " 

The Tenth Superintendent of Public Instruction. 

Mr. Joseph H. Freeman, in assuming office, issued the following circular: 

Department of Public Instruction, 

Sprincfield, III., June 2.3, 1898. 

To the School Officers and Other Friends of Education in Illinois: 

Having been appointed tliis day by Governor John R. Tanner to fill the vacancy caused by the 
death of Hon. S- M. Inglis, I assume at once the duties of State Superintendent of Public Instruction. 

At the request of the Governor and in accordance with my own wishes, I have appointed as 
■ assistant Mrs. S. M. Inglis. ■ 

By the appointment of Mrs. Inglis, a just and fitting tribute is paid to the memory of our fallen 
leader. By this appointment, also, is assured the faithful and efficient performance of the duties of 
the position. 

I take this opportunity to express my grateful acknowledgments to my many friends in Illinois 
who have so kindly and promptly interested themselves in furthering my promotion. 

Earnestly desiring the loyal and hearty cooperation of all of the friends of education in our noble 
State, in the discharge of the work that has fallen to me, I am. 

Sincerely 3'ours, 

Joseph H. Free.man, 
State Superintendent of Public Instruction. 

Mr. Freeman's report is an educational document of genuine merit. It ma}^ be 
said of all the biennial reports that as their statistical content is designated by law 
they are all valuable. They differ in their deviations from the common type and 
this deviation is determined by the originality of the officer issuing them. The 
Twenty- second Biennial Report contains several extremely valuable biographical 
sketches. They are as follows: The memorial sketch of Mr. Inglis, by the Super- 
intendent; a paper on the life and character of Newton Bateman, by Dr. Samuel 
Willard; a sketch of the life and services of Charles E. Hovey, the first president of 
the State Normal University, by John W. Cook; a similar article on Hon. John 
Milton Gregory; the first president of the State University, by Thomas J. Burrill, 
Ph.D., LL.D.; memorial articles on E. C. Smith and William Jenkins. An article 
on newly organized high schools exhibits the development of secondary education. 

The Eleventh Superintendent of Public Instruction. 

At the opening of the year 1899, Alfred Bayliss was installed in the office of 
Superintendent pf Public Instruction. He was to remain there for eight years and 



174 THE EDUCATIONAL HISTORY OF ILLINOIS 

render good service to the commonwealth. He issued four biennial reports and 
retired to take tip the work of president of the Western Illinois State Normal 
School. 

It is interesting to observe that although the highest salary paid continues to 
increase, the lowest continues to disfigure the page. The highest salar}- paid to a 
male teacher has now climbed to the $300 mark, while the similar figiu-e for a female 
teacher is $280. The lowest, hoAvever, is $12.50 for a male and $8 for a female. 
The averages are still too low, being respectively $60.42 and $53.27. These are the 
figin'es for 1899. 1900 shows an advance of $50 for males but a dropping otf of $-10 
for females. It is at least encouraging to note that no woman worked for less than 
112 a month. 

The comparative statistics are, as usual, full of interesting matter. The whole 
amoimt paid to teachers in 1900 is approximately fifty times that paid in 1855. 
The value of school property is about $46,000,000. shoAving an increase of a million 
a year since 1870. But these pages need not be burdened "with details which the 
curious can find by going to the report. 

The opening of the new centur}- witnessed a great rcA'ival of interest in the cotm- 
tr}- school. The Twenty-third Biennial Report reflects this interest and the student 
of those schools is refeiTcd to this report. The " Consolidated School" movement 
in Ohio began to attract the attention of the educational people of Illinois. It was 
observed that the district schools were steadily diminishing in size. One county 
superintendent reported five schools enrolling ten, thirteen enrolling fewer than ten. 
and four schools fewer than fi^^e. The remed}- was obvious : the children should 
be transported to localities where there are real schools. Mr. Ba}diss recommended 
to the General Assembly an enabling act which should give to districts the power, 
upon vote of the people, to tax themselves for that puipose. Since that recom- 
mendation Avas made six general assemblies have met, fought OA'er that proposition, 
defeated bills looking to its realization and have adjourned Avithout giving relief. 
MeanAvhile several consolidated schools haA'e come into being, as Avill be seen by 
reference to the article on that subject, yet transportation of children at public 
expense is not yet accomplished in 1911. 

Superintendent BaAdiss issued a circular letter to the county superintendents, 
on August 10, 1900, asldng for certain special information to be embodied in his 
forthcoming report. This circular AA^as extremeh' inquisitiA-e and called forth an 
amount of information that throAvs such light upon the country schools as enables 
one to speak intelligently about them. 

Question 1. Has your county a permanent comity teachers' association? If 
so, hoAv often does it hold regular meetings? 

ScA-entA'-seven counties reported permanent organizations, three of them report- 
ing combinations Avith other counties. ^Meetings A-ar}- in number from one to nine 
a year. 

Question 2. "^^Tiat proportion of yom- teachers do all. or part, of the State 
Teachers" Reading Circle AA-ork or its equiA-alent? 

Less than ten per cent AA-ere not doing the Avork. FiA-e comities reported 100 
per cent doing the Avork. TavcIvc comities reported more than 90 per cent; nine, 



THE EDUCATIONAL HISTORY OF ILLINOIS 175 

80 to 85 per cent; twenty-one, 70 to 75 per cent: fifteen, 50 per cent. The ninety 
counties reporting work average approximately 65 per cent. 

Question 3. To what extent are your teachers encouraging the Pupils' Reading 
Circle work or its equivalent ? 

Here and there a county was doing something, but in the aggregate little was 
being done. 

Question 4. 'WTiat success has attended j^our effort to assemble the school 
officers of j^our county ? 

Very few reported any satisfactory results. 

Question 5. How many schoolhouses in your county are unsanitary or other- 
wise unsuited to their purpose? 

The answers varied greatly. Evidently there was a personal equation here as 
well as bad schoolhouses. Several reported none. Others reported that every 
country school was seriously defective. Here are some of the answers: 5, 20, nearly 
all, 12, half of them, 3, 25, 40, 25. It is clear that a very considerable number of 
the houses are far from being what they should be. 

Question 6. How many grounds without trees? Do you encourage Arbor 
Day? If not, why not? 

In the wooded counties trees are usually found on school grounds. In the prairie 
counties the reports are very variable. It is clear that Arbor Day, which seems to 
be quite universally encouraged, is accomplishing much good. Still there are many 
school grounds that have no trees. 

Question 7. What, if anything, are 3^our teachers doing in the way of school- 
room decoration? How many well-furnished, tastefully decorated, and perfectly 
comfortable schoolrooms are there in your county? 

The answers indicate that decoration is thought to be the proper thing. In the 
greater number of counties — much the greater number — something is done in 
almost every school. Generally little skill is shown and mtich instruction is needed. 
The indications are that there will be a marked improvement in this particular in 
the near future. 

The answers to the second question indicate that the number is small. 

Question 8. How many districts in your county find it difficult or impossible 
to maintain school six months as required by law, with the limit of taxation at 2J 
per cent ? 

Twenty-nine counties reported districts so conditioned. The entire number of 
districts numerically reported was 144. One cotmty reported one-tenth of its dis- 
tricts as so conditioned and another one-half. In some of the other counties schools 
were maintained in some of the districts by paying very low salaries. 

Question 9. How many of the schools are still without libraries? 

Forty-nine reported numerically. In these counties there were 2,663 schools 
without libraries. The numbers were very unequal, however. Thus in one county 
there was but one: in another, 150. In one county there were 71, but there were 
208 with libraries. Twenty-four reported in per cents, and ran as high as 90 per 
cent and as low as 20 per cent. 



176 THE EDUCATIONAL HISTORY OF ILLINOIS 

The reports indicated that the school hbrary is still a novelty not to be found in 
thousands of schools. 

Question 10. How many schools in your covinty enrolled fewer than ten pupils 
last year? How many fewer than five? 

Fifty-fot:r counties had schools with fewer than ten pupils. Of these sixt^'-four 
schools had less than five pupils and 323 less than ten. 

The report is profuseh" illustrated with pictures of schoolhouses, showing floor 
plans as well as elevations. Only countr}' schools are represented. Interiors are 
sho"RTa in a number of instances. 

In February, 1901, Circular 28, treating of Rural School Architecture and School 
House Decoration, was issued. It quotes the following from Dr. Bateman's report 
of 186 1; "A central location; boards and shingles to protect from storm and cold; 
just space enough for all the scholars in the district; an adequate supply of the 
plainest seats and desks, the former often backless; a 'ten-plate' stove, a pail, tin 
cup, and broom — these are too often regarded as an ample endowment for a district 
schoolhouse. " 

At that time there were 1,102 schoolhouses "totally unfit for the pui-poses for 
which they were used," while 4,600 were described as "in tolerably good repair, but 
with small lot, unenclosed, destitute of outhouses, poorly seated, and not large enough 
for the scholars of the district." There were also at that time 1,447 log school- 
houses. 

After forty years there are still 1,278 "unsanitary or othenvise unsuitable" 
schoolhouses and but 1,794 "perfectly comfortable ones." 

The purpose of the circtilar was to give teachers and school officers the latest 
information regarding schoolhouse architecture and decoration. It contains a paper 
from a former architect of the Chicago Board of Education, a paper by Mrs. OrviUe 
T. Bright, on schoolhouse decoration, and a number of illustrations of which mention 
has been made. Attention is called to this feature of the report for two reasons — 
it indicates the conditions in 1900 and notes articles worthy to be studied at the 
present time. 

The special features of the Twenty-fourth Biennial Report, the second issued 
by Mr. Bayliss, are the plates showing the latest achievements in the line of high- 
school architecture, the report of the proceedings of the Conference of Coiinty 
Superintendents and Institute Teachers, and memorial addresses on Henry Raab 
and Francis W. Parker. 

Reference was made on a previous page to the conferences of institute workers 
held by Superintendent Raab and also of their discontinuance because of the lack 
of funds. Superintendent Bayliss revived these conferences. As the report is 
accessible to all desiring it these pages will not be burdened with an account of the 
work presented. 

In the Twenty-fifth Biennial Report several important decisions relating to 
school matters and coming from the Superintendent and the Attorney- General are 
reported. The question as to whether teachers in the public schools of Pekin could 
legaU}- draw public funds without holding a county certificate came up for settlement. 
The decision of the department may be found on page three of the report. It held 



THE EDUCATIONAL HISTORY OF ILLINOIS 177 

that in that district two certificates were necessary : the county certificate and the 
certificate required by the school inspectors. 

As has been noted, the " consoHdated " school was beginning to interest the 
educational people, and although it was clear that schools could unite it was by no 
means clear that money could be legally expended for the transportation of children 
who were too remote from such union schools to reach them without the aid of 
transportation facilities. 

The question came up from Winnebago county as to whether "a consolidated 
district may use public funds to pay for transportation, provided the people, at the 
annual school meeting, the third Saturday in April, by a majority vote authorize 
the directors to use a sum not greater than a specified amount in providing trans- 
portation for all children living at a distance too great to reach the school by walking. ' ' 

The department decided that it is within the powers of the school directors to 
provide such facilities after the district has authorized it by vote. The decision of 
the department, however, has the force of law subject to the decisions of the courts 
of competent jurisdiction. As will be seen in the article on " Consolidated Schools," 
the courts did not agree with the view here taken by the Superintendent of Public 
Instruction. 

A decision was rendered by the department on a question going up from La 
Harpe that had important consequences. In some of the counties the common 
council was authorized by special charter to appoint the members of the school 
board and was also authorized to determine its powers and duties by ordinance. 
It therefore became, in effect, the school board in addition to its functions as common 
council. Unhappily the result was most unfortunate in its effect upon the schools. 
It was held that the act of 1897 put such common councils out of commission. The 
case subsequently went to the courts and the view of the Superintendent was sus- 
tained. 

The following decisions were also announced: 

The board of education has no power under the law to make contracts beyond 
the expiration of the current school year. 

The county superintendent has the power to remove a member of a board of 
education elected under a special act if such member fails to discharge the duties 
of his office. 

It is the duty of the board of inspectors of a city having a special school charter 
to return its certificate of levy^ to the township treasurer and not to the city council. 
This annulled the claim of certain common councils that they could control the amount 
of tax to be raised for school purposes. 

Holding that wherever special charters conflicted with the statute of 1903 with 
regard to cities the special charters became inoperative, certain cities were obliged 
to conform to the recent law with regard to the election of boards of education. 

Under the above rendering, the high schools of the City of Chicago, which had 
been returned as under special charters, were required to correct their classification. 

Another special feature of the report under consideration is a discussion of town- 
ship high schools. 

Mr. Bayliss appointed as his assistant Mr. J. H. Freeman, who had succeeded 

12 



17S THE EDUCATIONAL HISTORY OF ILLINOIS 

Mr. Inglis and had filled out the unexpired term of that officer. Mr. Freeman 
resigned July 1, 1902, to take charge of the school for the education of the blind, and 
was succeeded by Mr. J. E. Bangs, then principal of the Pontiac township high 
school. 

A new assistant was at this time appointed whose especial duty was the prepara- 
tion of the decisions of the department rendered necessary by the relation of the 
State Superintendent to school officers. Mr. J. C. Thompson was appointed to 
that position and has contintied to act in that capacity until the present (September, 
1911). 

Before the retirement of Mr. Bayliss he had been selected as the president of 
the Western Illinois State Normal School, and we shall hear of him again in con- 
nection with the history of that institution. 

The Twelfth Superintendent of Public Instruction. 

Francis G. Blair was the nominee of the Republican party for the office of State 
Superintendent in 1906, and was elected in the following November. It was a 
significant indication of the growing seiise of the worth of the school that nominated 
him and elected him. It goes without saying that the political leaders exert a pre- 
ponderating influence in the selection of candidates. There was a strong sentiment 
in all quarters that the office of State Superintendent of Public Instruction is far 
too important a position to be held by an inferior man. The people, who determine 
things in largest part, put their heads together and substantially agreed that the man 
who was then holding the chair of Supervisor of Practice Teaching in the Eastern 
Illinois State Normal School was. in all ways equipped for the superin tendency. 
The}" judged correctly, as subsequent events have abundantty proved, and as those 
who knew Mr. Blair well understood before the selection was made. 

He was a Southern Illinois boy and found his way to the Normal University, 
at Normal, where he discovered what he needed. He soon made his mark as a 
teacher, but the desire for more liberal culture took him to college. Upon gradua- 
tion he resumed his calling, and in the process of time was called to the Eastern 
Illinois State Normal School, from which he was promoted to the Superintendency. 

Mr. Blair has the gift of tongues as well as the genius for work. He therefore 
combines the Greek ideals of the counselor and the man of deeds. He has visited 
every nook and comer of the State and the people are familiar with his face and his 
voice. He has been a minister of education to the folk of all degree and has needed 
seven-league boots to meet his engagements. At this writing he is serving his 
second term, having been reelected over a most admirable antagonist in 1910. 

The treatment of the office b}' the General Assembh' is now in happy contrast 
with the conditions existing in the daj's of Newton Bateman, when he was serving 
at a salary of $1,500 a year and was not permitted an ordinary clerk to aid him in 
the burdensome duties of correspondence. Biennialh' he pleaded for a little money 
to make the office more efficient, but he received slight encouragement, although the 
Superintendent's compensation was advanced to $2,500 and a clerk was finally 
allowed him. 

In the process of the }'ears the salary of the Superintendent was advanced to 



THE EDUCATIONAL HISTORY OF ILLINOIS 179 

$3,500 and so continued until near the close of Mr. Blair's first term. It was then 
advanced to $7,500, and it is gratifying to feel that the head of the public-school 
system is receiving adequate compensation. It dignifies the calling and raises every 
one engaged in the educational enterprise in the estimation of the people who pay 
the bills. 

Mention has been made of the energy with which Superintendent Bayliss turned 
to the problem of the country school. Mr. Blair selected an assistant who gives his 
whole time and energy to schools of that character. Mr. U. J. Hoffman won an 
enviable reputation as county superintendent of La Salle county, and was admirably 
fitted to carry out the plans which Mr. Blair had matured. Mr. Thompson was 
retained in the department of law, and Mr. H. T. Swift was selected to manage the 
department of publicity. The department of education is therefore more thoroughly 
organized and more amply equipped than ever before. 

The Twenty-Seventh Biennial Report, the first issued by Superintendent Blair, 
reflects the work of the office for the first two years of his incumbency. A question- 
aire containing seventeen interrogatories was sent to the county superintendents, and 
answers were received from eighty-seven. These replies probably make the best 
available exhibit of educational conditions so far as the questions sought information. 
They are of great value, therefore, as a record for the year 1908. 

With regard to these replies the Superintendent says: "A careful analysis lays 
bare some interesting facts. More than half of the superintendents say there is 
now a shortage of teachers, another majority says there is an increasing difficulty in 
securing a sufficient number of qualified persons to fill all of the positions. On the 
other hand, as large a majority of teachers are making strenuous effort to better 
themselves by regular study along professional lines. Either of two conditions 
prevails— the teachers are not keeping step with the general progress of the com- 
munit}^ or the community is setting higher standards for teachers and their quali- 
fications. 

"The part the community should bear in the matter is set forth in the statement 
of about one-half of the stiperintendents heard from, when they say there is positive 
difficulty in taking care of the teachers, and more than one-third of the number 
reporting say there is some difficulty in this matter, while fourteen say they have no 
trouble of this kind. One-half say there is difficulty in officering the schools; thirty 
say in part this is their situation, and twenty report either a difficulty or a general 
disinterest prevails. Facing these facts it appears the people generally are making 
large demands for better school work. 

"The officers of the schools are doing their work well in that the directors are 
showing a disposition to consult higher school officials and trying to unite the schools, 
and are working to a common end. Practically all of the schools are adopting and 
using the State Course of Study. 

"The report of the school itself shows rapid progress, not merely in scholastic 
efficiency but along lines of general ctilture. The physical environment of the chil- 
dren has not been forgotten nor neglected. About eighty per cent of those reporting 
say there is much improvement in the interior of schoolhouses in heating, ventila- 
tion, lighting, and the furnishing of more comfortable seats and desks. 



180 THE EDUCATIONAL HISTORY OF ILLINOIS 

The real growth of a pubhc-school system is indicated by these small details 
rather than by the striking incidents that attract the public eye for a day only to 
be succeeded by another sensation. 

The Superintendent reports that in the two years covered by his report he has 
delivered five hundred and thirty lectures, visited ninety-two counties, attended 
nineteen conferences of county superintendents and school officers, seventy-five 
teachers' associations, conventions and county institutes, and seventeen farmers' 
institutes. The question naturally suggests itself, how, in the performance of such 
prodigious labors, is there time left for anything else? 

Feeling that the information embodied in the biennial reports reaches but few 
people, Mr. Blair conceived the excellent idea of issuing a monthly Press Bulletin. 
The newspapers are willing to admit to their columns material of interest to their 
readers and by this device a much greater publicity is secured for general educational 
intelligence. 

Reference has been made to the selection of U. J. Hoffman, former superintendent 
of La Salle county, as one of the office assistants. It became his duty "to visit county 
superintendents, to counsel and advise them about the best methods of organizing 
and classifying their schools, of collecting statistics and making reports, of formulating 
uniform courses of study and securing uniform text-books, of visitation and super- 
vision, to attend meetings of country-school teachers and officers, to visit, in com- 
pany with the county superintendent, schools in various parts of the State, making 
observations and suggestions, to prepare circulars of suggestions and plans for 
country schoolhouses and country-school work — these are some of the special 
duties which he performs." Assuredly the appointment of this officer marks an 
epoch in the educational history of Illinois. 

The General Assembly of Illinois has indicated a singular unwillingness to give 
to the diplomas of the State Normal schools the validity of a certificate even when 
backed by the discriminating judgment of the faculties of such schools with respect 
to the competency of the candidate. In this respect the State has lagged far behind 
her sisters. As the Superintendent of Public Instruction is authorized to conduct 
examinations for perpetual State certificates and to indicate the qualifications of the 
candidates, the matter is to a large extent in his hands. It did not occur to previous 
superintendents that they were at liberty to regard graduation from a State Normal 
school as an equivalent for at least a portion of the examination. Newton Bateman 
should be excepted from this statement, for he granted certificates to such applicants 
for a number of years, and then, for some reason, discontinued the practice. Super- 
intendent Blair began the practice of considering the Normal graduate as entitled to 
consideration, and in Circular 1 announced the conditions under which graduates of 
the School of Education of the University of Illinois, and of the State Normal schools 
might secure the perpetual certificates. Examinations were required in English, 
Pedagogy, Algebra, Geometry, Biological Science, Physical Science, History and 
Civics. In addition, the candidate was required to submit an acceptable thesis of 
some educational topic. The number of topics thus designated was one-half of the 
number required of candidates not having had Normal-school training. 

Later the number of subjects for such candidates was still further diminished, and 



THE EDUCATIONAL HISTORY OF ILLINOIS 181 

at this writing Normal-school graduates of demonstrated skill are examined in but 
three subjects in addition to the thesis — English, Principles of Education, Applied 
Psychology. In consequence, large numbers of them are writing the examinations, 
and very few of them are failing. 

Circular 2 formulated rules and regulations governing the examinations of can- 
didates for Normal scholarship. In 1905 the General Assembly passed an act known 
as "The Lindley Bill," so designated because introduced by Representative Lindley, 
of Greenville. It provided that graduates of the eighth grade might receive gratui- 
tous instruction in any State Normal school for a period of four years by passing a 
competitive examination to be conducted by the county superintendent. 

The Educational Commission. 

The most significant legislation in the first term of Superintendent Blair's admin- 
istration was the passage of the act creating an Educational Commission. It pro- 
vided for a commission of seven members, six of whom were to be appointed by the 
Governor, the Superintendent of Public Instruction to be ex officio chairman. Sec- 
tions 3 and 4 indicated the duties of the commission: 

Section 3. The commission shall meet at the call of the chairman and elect a secretary, and 
shall cause a record to be made and kept of all the proceedings. Four members shall constitute a 
quorum for the transaction of business. 

Section 5. It shall be the duty of the Educational Commission to make a thorough investiga- 
tion of the common school system of Illinois and the laws under which it is organized and operated ; 
to make a comparative study of such other school systems as may seem advisable, and to submit to 
the Forty-sixth General Assembly a report including such suggestions, recommendations, revisions, 
additions, corrections, and amendments as the commission shall deem necessary. 

Superintendent Bayliss in his last biennial report had called attention to the 
chaotic condition of portions of the school law and recommended the appointment 
of a commission for a careful revision, more extended in its character than those 
of 1872 and 1889. The legislation under consideration was an outcome of his sugges- 
tion. The Governor took a warm interest in the matter and the appointment of 
the commission met with general approval. It was well understood that the General 
Assembly would have the last word with regard to what it might recommend and 
would be the party to determine whether its deliberations would result in anything 
of advantage to the school system. 

An appropriation of $10,000 was made to meet the expenses of the commission. 
The members were to serve without pay, their traveling expenses being provided 
for in the act. 

The commission was appointed on September 27, and consisted of the following 
'members: Hon. Francis G. Blair, ex officio chairman; Edmund J. James, president 
of the University of Illinois; R. E. Hieronymus, president of Eureka College and 
president of the State organization of non state colleges and universities; Alfred 
Bayliss, president of the Western Illinois State Normal School; Edwin G. Cooley, 
superintendent of the Chicago public schools; A. F. Nightingale, county superin- 
tendent of Cook county; Harry Tajdor, principal of the Harrisburg Township High 
School. An examination of the positions held by these gentlemen will indicate the 



182 THE EDUCATIONAL HISTORY OF ILLINOIS 

eqtiitable manner in which the various educational interests of the State were repre- 
sented. Upon the meeting of the commission in Springfield, on December 27, 1907, 
Ira Woods Howerth, of the University of Chicago, was appointed secretary of the 
commission at a salary of $4,000 a year. 

The first work which the commission cut out for itself was a thorough revision, 
condensation, simplification and codification of the school law. The secretary 
was instructed to commence a thorough investigation of the school laws and school 
systems of other States in order that the commission might have all available light 
upon the problem of improving the school system of Illinois. His investigations 
are embodied in a series of bulletins through which the public was kept informed 
of the work of the commission. It was hoped that an intelligent public sentiment 
might be created that would demand proper legislation. These bulletins are nine 
in number. They constitute a series of most valuable technical studies in education 
whose literature is thereb}^ greatly enriched. 

Bulletin No. 1 contains a tentative plan for the creation of a State Board of 
Education. As there were thirty-three State boards of education at the time of 
the preparation of the report and as each one received careful study it is obvious 
that the commission was drawing upon a large fund of experience. 

Bulletin No. 2 presents the findings of a study of county boards. Twenty-nine 
States have incorporated this element into their educational system. It also con- 
tains a study of the county superintendency in all of the States and Territories in 
which it is to be found. As there are thirty-nine of the former and two of the latter 
the richness of the material may be imagined. 

Bulletin No. 3 is a study of the whole matter of the certification of teachers, and 
contains a tentative plan for Illinois. 

Bulletin No. 4 is a study of the various territorial imits of school organization; 

Bulletin No. 5 considers the whole question of county teachers' institutes and 
offers certain tentative recommendations with regard to their management and to 
methods of securing the attendance of teachers. 

Bulletin No. 6 is the revised, simplified, condensed and codified school law. 

Bulletin No. 7 is a study of the compensation of teachers and the treatment of 
the wages problem in the various States of the Union and also in foreign countries. 
The commission offers certain suggestions with regard to the length of the school 
term and the minimum salaries that should be paid, and discusses the whole question 
of minimum salary legislation. 

Bulletin No. 8 contains three bills — a bill to provide for a State Board of Educa- 
tion, one to provide for the certification of teachers, and a third to enable the districts 
of certain townships to vest the management of their school affairs in a single board. 

Bulletin No. 9 is the preliminary report of the commission to the General 
Assembly. 

The bulletins in the aggregate constitute a volume of more than four hundred 
pages. Of the value of such a study too much can not be said. It is a compendium 
of educational facts and will constitute an invaluable body of information for the 
guidance of future General Assemblies. 

The recommendations of the commission include fourteen amendments to the 



THE EDUCATIONAL HISTORY OF ILLINOIS 183 

existing law. The most important of these aim to secure the following results: 
A uniform system of bookkeeping by township treasurers; an increase of the length 
of the school year from six months to seven ; defining the school month as four weeks 
of five days each ; making eighteen years the minimum age for teachers ; the protec- 
tion of teachers in cities of less than 100,000 population by making the dismissal 
of a teacher impossible except for cause and upon written charges, and after a hearing 
by the board of education; the employment of superintendents for terms of four 
years instead of one, after two years of trial ; to enable boards of education in certain 
cities to perform certain functions without a vote of the people; removing the limi- 
tation upon the appropriation of money for libraries and apparatus and enabling 
boards to purchase them as they are needed; providing for the payment of the 
actual traveling expenses of county superintendents of schools while visiting schools ; 
providing free high-school facilities for pupils living in districts where there are no 
high schools; the restoration of the two-mill tax and the consequent doubling and 
more of the State appropriation for schools. 

In addition to the bills mentioned two more were introduced into the General 
Assembly — to provide for an increase in the salaries of county superintendents, to 
provide for organizing and conducting county institutes. To dispose of the surviv- 
ing special charters that have been outgrown in the development of educational 
ideas the commission recommended an amendment that would induce these localities 
to surrender them and organize under the general law. 

As the Forty-sixth General Assembly made an appropriation of $5,000 to enable 
the commission to complete its work, as soon as the appropriation was available 
Governor Charles S. Deneen asked the members of the Educational Commission 
to assist in the duties for which the appropriation was made. Superintendent E. G. 
Cooley had tendered his resignation and W. L. Steele, superintendent of the schools 
of Galesburg, was appointed to succeed him. President R. E. Hieronymus was no 
longer in charge of a nonstate college, so he tendered his resignation. President 
A. J. Burrowes, of St. Ignatius College, was appointed to succeed him. R. E. 
Hieronymus was appointed secretary of the commission at a salary of $3,000 a year. 
The remainder of the commission was composed as before. The secretary visited 
many of the cities and towns of the State and made a study of their schools as well 
as of the schools of country districts, and before taking up his duties spent three 
months abroad, devoting his attention to schools and school systems in the British 
Isles and on the continent. 

It had been the purpose of the commission from the first to deal with the question 
of industrial education before submitting its final report. In conformity with this 
purpose a subcommittee was appointed, consisting of Eugene Davenport, chairman, 
dean of the College of Agriculture of the University of Illinois; David Felmley, 
president of the Illinois State Normal University; T. C. Burgess, director of the 
Bradley Polytechnic Institute; Frank H. Hall, superintendent of Farmers' Insti- 
tutes of Illinois; Miss Bertha Miller, head of the Household Science department of 
James Milliken University; Mrs. Dunlap, president of the Domestic Science Depart- 
ment of the Illinois Farmers' Institute. It was a source of sincere regret that Dr. 
Hall was unable to render any assistance beyond general suggestions because of the 
illness that resulted in his death. 



1S4 THE EDUCATIONAL HISTORY OF ILLINOIS 

In accordance with the instructions of the committee the chairman invited Mr. 
Fred L. Charles, assistant professor of Agricultural Education, Universit}- of Illinois, 
and Miss Alice Patterson, teacher of Nature Study, Illinois State Normal University, 
to formulate the work for the grades. Dr. Charles A. Bennett, head of Manual 
Training Department of Bradley Polytechnic Institute and editor of the Manual 
Training Magazine, assisted very materially in the preparation of the courses of 
study in manual training. 

To guide them in the preparation of the courses, so far as what had been done 
elsewhere would serve as a giiide, the coimtry was can^'assed. Information was 
diligentlv sought from all sorts of schools that had attempted work along the lines 
under consideration. A questionaire of twenty-three carefully prepared inter- 
rogatories was sent out, to which 233 replies were received. There is no space here 
for anything approaching a detailed account of what they contained, nor is it neces- 
sary, as the report itself is easily available. It must suffice to say that, so far as 
information is available, this is the first instance of its kind in the wa}- of an attempt 
to organize material into the workable shape of courses of study for the various 
grades that has been attempted in this broad way. 

The report closes Avith an appeal to the educational people to introduce vocational 
courses into the public schools in connection with the traditional work instead of 
placing reliance upon special schools for that purpose. The well-known attitude 
of the distinguished chairman of the special committee. Dean Davenport, gives 
especial vahie to the argument. 

Additional Legislation. 

There were sixteen acts relating to schools passed by the Forty-fifth General 
Assembly. In addition to the act establishing the Educational Commission, four 
of them confeiTed iipon fotn- of the State Normal schools the power to gi-ant profes- 
sional degrees. Another provided for the formation and disbursement of a teachers' 
pension and retirement fund in Chicago. Another provided for the contribixtion 
from interest on public-school tunds to the teachers' pension fund. This act pro- 
hibited an}- custodian of school funds from retaining any interest that might accrue 
on such funds; such earnings of the fund must be turned into the cit}" treasury and 
made a part of the ptiblic- school teachers' and public school emploj^ees' pension and 
retirement funds. The amount of the interest thus contributed, however, shall 
not exceed in any one year one per cent of the st:ms so levied for such pui-poses. 
An amendment to the attendance act added an additional exception to the scope 
of the law. The law had been found to work hardship in certain cases where children 
between the ages of fourteen and sixteen were properly emplo}-ed. The amendment 
excepted such cases from the operation of the law. 

From December 15, 1906, to June 26, 1908, Superintendent Blair issued twenty- 
eight circulars. Here are the topics of which some of them treat: Arbor and Bird 
Day; Memorial Day; Institute Work for Beginners; Supervision of the Cotmty 
Schools: A Questionaire soliciting information as to what each county in the State 
is doing to secure closer and better supervision of the country schools ; The Librarj' 
Problem, with a list of suitable books from which selections can be made ; A Letter 



THE EDUCATIONAL HISTORY OF ILLINOIS 185 

to the Mothers' Clubs of Illinois; A Directory of Principals and Others; Celebration 
of the Anniversary of the Lincoln- Douglas Debates. Circular 28 is a circular of 
some thirty pages whose theme is the One-room Country School. It was prepared 
by Assistant Superintendent Hoffman, State supervisor of country schools, with 
the assistance of Mr. W. C. Zimmerman, then State architect. It discusses the 
construction and furnishing of schoolhouses and furnishes plans and specifications 
for the same; it gives detailed directions as to their warming and ventilating; it 
discusses other matters of vital interest to the country school and illustrates its 
statements with numerous pictures. 

The report contains a paper of much historical interest on The Salary Situation, 
by Dr. David Felmley, president of the State Normal University. The paper is 
available for study, but it throws such a clear light upon the subject it discusses that 
space must be made for a few extracts. 

Low salaries are explained in part by the fact that teachers are not making 
adequate preparation for their work. Over 3,000 of the teachers of Illinois have 
not attended even a high school. Other and more profitable occupations are attract- 
ing the best teachers away from the calling. It is true that salaries have increased ; 
the average for men in 1908 had risen to $86.50 and for women to $62.04. It must 
be remembered, however, that this average has been increased mainly by the condi- 
tions in Chicago and other cities. There are twenty-eight counties in which the 
average salary for women is still less than $40. Annual salaries in the country 
schools have advanced just twenty-five per cent in ten years, which is about the 
advance in the cost of living for the same period. This seems an encouraging fact, 
but when the actual conditions are revealed they disclose a situation that is painful 
in the extreme. The best salaries paid country teachers are in the eastern part of 
the State, and to the south, in what are known as the broom-corn counties — $375 
a year. A few scattered counties pay more, as St. Clair and Macon, $435. The 
lowest are less than $250. In Chicago there is an established salary schedule that 
metes out something like justice. The average wages of teachers in country schools 
are $332. It is not forgotten that the school year is at best but a fractional part of 
the whole year, yet teachers can not turn from the schoolroom to other forms of 
wage-earning with any facility. 

The paper compares the wages of teachers with those of other wage-earners, and 
putting them upon the same time basis offers an explanation of the condition of our 
country schools. If the teachers were to work twelve months instead of seven the 
average would rise to approximately $550. On the same basis bricklayers would 
earn $1,200; plasterers, $900; carpenters, the same; plumbers, $1,000; painters, 
1750; journeymen tailors, $900; locomotive engineers, $1,800. 

But space will not permit more than such a mention of the article as to call 
attention to it as of significant historical value. 

The Forty-sixth General Assembly passed the bill prepared by the Educational 
Commission. It was a general revision of the school laws. There was no significant 
change of existing laws. It is the third general revision since the adoption of the 
Constitution of 1870, the two others having been passed in 1872 and 1889 respectively. 

In addition to the foregoing, two acts were passed, the first being "An Act to 



186 THE EDUCATIONAL HISTORY OF ILLINOIS 

provide for moral and humane education in the pubHc schools and to prohibit 
certain practices inimical thereto," and the second, "An Act in relation to the 
adoption, use and price of public-school text-books in the free public schools of 
this State." 

The first of these acts declared " That it shall be the duty of every teacher of a 
public school in this State to teach to the pupils thereof honesty, kindness, justice 
and moral courage for the purpose of lessening crime and raising the standard of 
good citizenship. 

" In every public school within the State not less than one-half hour in each week, 
during the whole of each term of school, shall be devoted to teaching the pupils 
thereof kindness and justice to and humane treatment and protection of birds and 
animals, and the important part they fulfill in the economy of nature. It shall be 
optional with each teacher whether it shall be a consecutive half-hour or a few 
minutes daily, or whether such teaching shall be through humane reading, daily 
incidents, stories, personal example, or in connection with nature stud3^" 

Experimenting upon living creatures is prohibited in all public schools and 
' ' no animal provided by, nor killed in the presence of, any pupil of a public school 
shall be used for dissection in such school, and in no case shall dogs or cats be killed 
for such purposes." Dissections are confined to class-rooms and to pupils engaged 
in the study. 

It is further the duty of the Superintendent of Public Instruction and the com- 
mittee in charge of the preparation of the program of the State Teachers' Association 
to include a discussion of the topic in their annual meeting. County superintendents 
are also commanded to include the same topic in their annual institutes. 

In order to secure the enforcement of this law teachers are required to state in 
their monthly reports whether they have conformed to its provisions, and in case 
of failure are liable to a withdrawal of five per cent of the public moneys that they 
would receive in the month in which the omission occurs. 

The text-book act is an attempt to prescribe the price which publishers shall 
charge for books furnished to public schools. It is too extended to permit of insertion 
here. It is extremely complicated and thus far has been a dead letter. 

The Forty-seventh General Assembly was a grave disappointment to the pro- 
gressive element in education. The work of the Educational Commission has been 
briefly described. It was sincerely hoped by the Department of Education that 
its proposed reforms would win the approval of the law-making body, especially the 
certification bill. But all such hopes proved to be vain. An element that has thus 
far looked with suspicion upon any attempts to modify the present system of exam- 
inations for certificates was strong enough to bar all progress in that direction. 
Fourteen acts were passed, however, four of which were amendatory of acts in which 
a defect had appeared. 

A new law appears with regard to the support of day schools for the education 
of the deaf and dumb and blind. Under existing provisions the expense of such 
schools was met by payment from the State fund distributed to the locality in which 
such schools were held. The new act provides for a direct payment from the State 
treasury of the excess amount for the education of such children over the cost of the 



THE EDUCATIONAL HISTORY OF ILLINOIS 187 

education of normal children, provided that such excess shall not be greater than 
$110 a pupil for the deaf and dumb and $160 for the blind. 

Another law is added to the statutes which enables boards of education and 
school directors to establish and maintain classes and schools for delinquent children 
resident in such cities and committed by courts of competent jurisdiction. This 
is another of those repognitions of the practical aspects which modem education is 
progressively exhibiting. The excess cost is payable annually to the board of educa- 
tion establishing such schools upon the warrant of the Auditor of Public Accounts. 
The limitation of excess cost is $190 a year. 

Townships have long been authorized, upon a vote of the people, to establish 
township high schools. An act was passed by the General Assembly under con- 
sideration making certain changes in the law which are not material to the existence 
of the township high schools, but which permit any township having a school district 
with a population of 1,000 or more, but not more than 100,000, to organize as a high- 
school district. The governing board is to consist of six members and a president. 
An additional act permits the inhabitants of any territory composed of parts of 
adjoining townships to organize as a high school district. 

Three acts relate to Teachers' Pension Fund in the city of Chicago. 

The law relating to the transfer of pupils from one district to another was so 
amended as to permit the free transportation of transferred pupils under certain 
conditions. 

As the session laws of the General Assembly are easily obtainable it is not deemed 
wise to burden these pages with a further narration of recent legislation. 



ISS THE EDUCATIONAL HISTORY OF ILLINOIS 



CHAPTER X. 
THE COUNTY SUPERINTENDENCY. 

THE county sitperintendent of schools is the direct sxiccessor of the comniis- 
sioTicr of school lands, an ofhcer having nothing to do with the supervision 
of schools. The Sixth General Assembly, by an act approved January 22, 
1S2P. made it the duty of the comity commissioners' court to appoint "some good, 
competent and responsible pei^son of the coimty to act as commissioner and agent 
for the conntN'" in the sale of public lands. His only compensation was a small 
percentage of the receipts of such sales. 

In 1S33 this officer M-as authorized to apportion the interest of the school fimd 
in his co\mt>- among the several teachers entitled thereto and was permitted to 
retain as his compensation two-and-a-half per cent of all sums so apportioned. The 
Act of 1S35 pro\-ided that if there were any income from the sale of school lands in a 
township the interest on the same might be diAnded among those who had subscribed 
for the support of schools. Eight years later an act pro^•ided that if the school 
commissioner had any such mone>' in his hands on the second -Monday of the follow- 
ing November, and if said money were not needed for the paAinent of the expenses 
of the survey and sale of school lasids, it might be di\'ided among teachers who had 
confomied to certain conditions named on an earlier page. This provision of the 
law explains the compensation noted above. 

In 1S41 the General Assembly enacted a general school laAw After periods of 
about fifteen or twenty years the school law has been foimd to be ver>- stiggestive 
of a crazy quilt, and. in consequence, it has been more or less carefully re^'ised and 
reenacted. The legislation referred to is an instance in point. The second and 
third di^-isions of this law provided for the election of school commissioners and for 
the sale of school lands. A school commissioner Avas to be elected in each coimty 
on the first Monday in Augiist for a term of two years. He was to give bond in a 
sum not less than §12,000. His duties, as specified in thirty-two sections, were to 
sell school lands, loan school frmds. and appl>" the incx^me upon to^^^lship fxmds for 
the support of schools. It will be seen that thus far he has no siiper\"isory duties. 
His compensation was three per cent of the amotmt received from the sale of school 
lands, two per cent on moneys reloaned. and two per cent of all moneys distributed 
and paid to teachers and trustees for the stipport of schools. 

In 1845 the law received some material amendments. One of them pro\-ided 
for the election in every coimty of the State of a school commissioner who shall be 
CA- offcio superintendent of common schools in his county. One of his duties was the 
examination of persons desiring to teach a common school and the gi-anting of certifi- 
cates to those found competent. For this duty he received a fee of $1. Such 



THE EDUCATIONAL HISTORY OF ILLINOIS 189 

certificates were then made necessary to enable one to draw public funds. The law 
of 1841 had devolved this duty upon the township trustees. The examination often 
took place after the service was rendered and was at times the absurdest of farces. 

Ten years were to elapse before there were to be any significant changes in the 
office. The struggle that resulted in the enactment of the first free-school law of 
1855 has been narrated at least in part. Fourteen sections of that law related to 
the office of school commissioner. He was to be elected at the same time as the 
State Superintendent and for the same period — two years. By turning back to 
the account of the law on a previous page the details will be found. The significant 
feature of this law to which especial attention is called is the addition to his former 
duties of the visitation and supervision of schools. In addition to his previous 
compensation he is now to receive $2 a day for visiting schools for not more than 
fifty days in a year. 

From now until the county commissioner shall have evolved into the county 
superintendent of schools and a fair salary shall have attached to the office, there 
is to be an uninterrupted campaign conducted by the State Superintendent and 
other leading educational people. It is to cover fifty-four years and is at last to be 
crowned with victory, for the General Assembly of 1909 is to pass a Fees and Salaries 
Bill that does justice to that indispensable officer in the way of compensation. Other 
reforms in the way of suitable assistants will come in their own time as they depend 
upon the local boards of supervisors. Some features of that long battle may be 
reviewed with interest. 

Ninian Edwards, the first superintendent under the act establishing the State 
superintendency, was not satisfied with the provisions for the county commissioners 
and recommended the substitution of a school commissioner for each congressional 
district. That would have limited the whole number of these supervisory officers 
to nine. He would have them highly competent men and would have them devote 
their entire time to the duties of their office. It was not unusual for the commissioner 
to be a farmer or a lawyer or a doctor, for the compensation was too limited to yield 
support and was necessarily supplemented by an additional income from some other 
source. The situation would then have, been a State Superintendent and nine 
assistants for the schools of the State. He claimed for his scheme the double merit 
of economy and efficiency. Each county would pay in proportion to the service 
that it received, which would be measured by the apportionment of the public funds. 
He figured the cost of the commissioners at 130,000. If his plan should be adopted, 
he argued, there would be a saving of $20,000 a year to the State. 

Happily this absurd suggestion fell upon deaf ears. The folly of expecting nine 
men to cover a territory of more than 55,000 square miles and do anything of a 
supervisory character in the schools was apparent and nothing further was heard 
of his proposed amendment. In his plan of a system of State education, in con- 
formity with the law creating the office of State Superintendent, he proposed a 
biennial convention of his suggested township boards which should elect a school 
commissioner who should be ex officio county superintendent of schools. He 
anticipated great results from such a convention, expecting it to increase the com- 
pensation of the officer as his duties multiplied. 



190 THE EDUCATIONAL HISTORY OF ILLINOIS 

In a chapter on Supervision, in the Second Biennial Report of the Superintendent 
of PubHc Instruction, Hon. W. H. Powell says: "The law regulating the election 
and duties of school commissioners should be materialh" modified. As the law now 
stands, it is unreasonable to expect the commissioners to perform the duties required 
of them, or that the}' should be of any essential service to the cause they represent." 
Their compensation was shamefully inadequate. He, therefore, recommended 
"that the office of school commissioner was to provide for the election, once in three 
years, of a count}^ superintendent of schools, who shall be commissioned by the 
State Superintendent and act directly under his control. To remove the office as 
far as possible from the control of politics, the county superintendent should be 
elected by the school officers of each county, and the question of qualifications 
should be the only one at issue in his election." He made an excellent argument for 
his contentions, all of which ma}' be found in the report alluded to. 

In the Third Biennial Report, Newton Bateman recommended an amendment 
to the law requiring each school commissioner to visit every school in his county 
at least once each year and allowing him a compensation of $3 a day for not 
exceeding one hundred days. He ixrged upon the General Assembh' the recogni- 
tion in education of the principle of supervision, universally recognized in every 
other calling as essential to success. Again, in the Fourth Biennial Report, in 
1862, he again urges the necessity of more adequate supervision. He says: "But 
few commissioners are familiar with the practical educational duties pertaining to 
their office, and even where it is otherwise, they can not afford to devote their time 
to services for which they receive no adequate compensation." He declares that 
this lack of efficient subordinate supervision renders it impossible for the State 
Superintendent to give unity and strength to the whole system and that it also inter- 
feres equally with the attempts of the commissioners to improve the schools in their 
counties. 

In the Fifth Biennial Report Superintendent Brooks urges an extension of the 
official tenure and increased compensation. He sa^'s: "The policy of the State 
with reference to this office is strange be3-ond comprehension. If it had been the 
direct purpose of the State to legislate the office into public contempt it could hardly 
have been done more surely. To associate it with the noisy strife and chicaneries 
of party, compelling men to go hawking and bargaining among political hucksters 
and traders to gain the place — to assign it so frail and precarious a tenure that the 
men who step into the office have hardlv time to reconnoiter their position before the}^ 
are called upon to step out — to add insult to injury bythe appointment of a compen- 
sation so absolutely insignificant — all taken together is certainly enough to make the 
office contemptible in the public eye and undesirable to the incumbent himself." 
Commissioner after commissioner wrote in the same vein and deplored the indiffer- 
ence of the people to a matter of such vital importance to the welfare of the schools. 

At last an impression seems to have been made upon the legislature. In 1865 
the law was so amended as to create the office of County Superintendent of Schools, 
with a tenure of four years, and to require such officer to visit each of the schools 
in his county at least once every year. For such service he was allowed $3 a day. 
The statistics however show that twenty-five per cent of the schools were unvisited. 



THE EDUCATIONAL HISTORY OF ILLINOIS 191 

The reason was not far to seek. The legislature was yet unwilling to enact a law 
providing such compensation as would permit the superintendents to carry out the 
provisions of the law without an actual loss. County Superintendent of Boone 
county, W. H. Durham, reported that the office cost him |200 a year more than all 
of the emoluments derived from the office. Superintendent John P. Richmond, of 
Brown county, says in his report to the State Superintendent: " My pay, aside 
from my commission on the distribution of the school fund, is in county orders 
which I have been obliged to sell at 75 cents on the dollar, which reduces my per 
diem to $2.25 in greenbacks. Now suppose I had to hire a horse and buggy, as 
some undoubtedly do, or even a horse without a buggy, where would my compensa- 
tion be? But having my own horse and buggy and taking into consideration the 
wear and tear of my buggy, the expense of feeding and shoeing my horse, the expenses 
of traveling and other incidentals, where, it may again be asked, is the compensation 
for my services?" 

These quotations are typical of the experiences of the superintendents generally. 
There is practical unanimity in the plan of making the superintendency a salaried 
position, but it is to be nearly a half century before such a plan is to be satisfactorily 
worked out. Verily, educational reforms move at a snail's pace while other far less 
worthy enterprises seem to wear seven-league boots. 

In 1867 the General Assembly became convinced that the $3 allowance for 
school visitation was too small and increased it to $5. Respecting this reform. 
Superintendent Bateman wrote: "The good effect of this action of the General 
Assembly is shown in part by the statistics of work given elsewhere in this report 
(the Seventh Biennial). But the full extent and value of that measure can not be 
exhibited in statistical form. It has given a prodigious impulse to the whole line of 
common-school forces in the State. It has enabled many able and efficient superin- 
tendents, for the first time, to bestow their whole time and energies upon the duties 
committed to them, and the results have been in the highest degree encouraging. 
More and better institutes have been held in the State, and more and better work 
has been done in all of the departments of the school system, than in any preceding 
two years of our free-school history." 

It is worth while to pause and see to what degree the office has now evolved in 
the year of grace, 1867. 

The superintendents are elected to office by popular vote and for a term of four 
years. Any citizen possessing the ordinary qualifications of an elector may hold the 
office. They must take an oath and give bond and are liable to removal. They may 
sell school lands under certain conditions — a survival of the original and only duty of 
the first school commissioners. They have the custody of all county school funds; 
they are required to visit each of the schools in their respective counties at least 
once each year; they are the official advisers and assistants of all of the subor- 
dinate school officers and teachers of their counties, and are the agents of the 
State Siiperintendent in reaching the schools. They are enjoined to encourage the 
formation and assist in the management of teachers' institutes. They have pri- 
mary jurisdiction in questions and controversies arising under the school law in 
districts and townships, and their decisions are final unless appeal is taken to the 



192 THE EDUCATIONAL HISTORY OF ILLINOIS 

State Superintendent. They are the only authority that can examine and hcense 
teachers except the State Superintendent. Their compensation is $5 a day for ser- 
vices actually rendered and it is payable semi-annually from the county treasury. 
They also receive a three per cent fee for the sale of school land and a two per cent 
fee for all moneys distributed, paid or loaned out. They are required to report 
annually to the State Superintendent, and it is the material thus transmitted to 
him that constitutes the larger part of his report. 

The Constitution of 1S4S had nothing to say about education. The Constitution 
of 1S70 is in shaip contrast with it in that as well as in most other respects. The 
last section of the article on education provides that there may be a county super- 
intendent of schools in each county, whose qualifications, powers, duties, compensa- 
tion, time and manner of election, and term of office shall be prescribed by law. 
The new constitution necessitated a general revision of the school law similar in 
character to what has occuiTed from time to time since it was originally enacted. 
The Twent}'-seventh General Assembly passed what is called the School Law of 
1872. Some of the changes have already been noted. Those relating to the county 
superintendent are the only ones of interest in this immediate connection. 

There was a weakening of the. requirements with regard to school visitation, for 
the former law made it obligator}- upon the superintendents to visit every school 
in their respective counties at least once every year, while the new law made it 
optional with the county board, hence there was to be no visitation unless directed 
by that body. This meant a practical abandonment of school visitation in many 
of the counties, for the law provided a new method of compensation. The percent- 
age feature was retained, but it was supplemented by the following: " For all other 
duties required by law to be performed by them, for such number of days as may 
be designated by the county board, in counties of first and second class, the sum of 
$-t: a day; in counties of the third class the county superintendent shall be paid 
SS per day : Provided, that the entire compensation received by him shall not exceed 
the sum of $3,000 per annum." 

This was a sad blow to the superintendency and aroused the most serious appre- 
hensions among the friends of public schools. There was but one count}' in the 
third class — Cook. The three per cent commission amounted to only $2.50 a 
count}- in 1S72. The two per cent commission averaged for each county about 
$200. The former law provided a per diem compensation of $5 and left the time 
to the discretion of the superintendent. In consequence the compensation averaged 
about $800. The indications were that under the new law it would average about 
half as much. It is difficult to luiderstand what influences had been at work to accom- 
plish so disastrous a result. Superintendent Bateman sounded the alaiin in his 
biennial report of 1871-2, where the whole matter received a most interesting and 
elaborate treatment. 

As was expected school visitation dropped oft" in a most disheartening wa}-. In 
187-i there were less than half as many schools visited as in 1873, and but two-fifths 
as many da}-s devoted to it. The average compensation dropped from $1,050.11 in 
1873 to $626. 0-i in 187-4. The number of days designated b}- county boards varied 
from twenty-five to three hundred, while five counties left the whole matter to the 



THE EDUCATIONAL HISTORY OF ILLINOIS 193 

discretion of the superintendent, and eight counties allowed a fixed salary. The 
salary in Cook county was thirty-three times that in Monroe, being $3,300 in the 
former and $100 in the latter. 

Relief came slowly. In 1877 the average compensation advanced to $745.15, 
but the following year there was a loss of about $13,000 in the per diem com- 
pensation that brought the average down to about $670. In 1882 the total 
compensation of superintendents was $74,841.38 against $123,773.30 ten years 
before. 

Superintendent Slade, in the biennial report for 1881-2, made a vigorous plea 
for an efficient superintendency and submitted the following showing : He said : ' 'This 
is the way superintendents were paid last year: In ten counties the compensation 
ran from $200 to $300; in thirteen, from $300 to $400; in fourteen, from $400 to 
$500; in fourteen, from $500 to $600; in four, from $600 to $700; in nine, from $700 
to $800; in four, from $800 to $900; in eight, from $900 to $1,000 ; in ten, from $1,000 
to $1,110; in one, from $1,100 to $1,200; in eight, from $1,200 to $1,300; in two, from 
11,400 to $1,500; in one, from $1,500 to $1,600; in three, from $1,600 to $1,700; in 
one, $3,000." 

Here is another way in which he put it: "In fifty-one counties the county 
superintendent gets less than $600 a year, while in only five counties do they succeed 
in getting teachers for their best schools for less than that amount. Seventy-six 
counties pay their superintendents less than $1,000 a year; but only forty-nine 
counties pay their best teachers less than that amount. There are eight counties 
in which the best paid teacher gets higher wages than is paid any county superin- 
tendent in the State outside of Cook county. In more than two-thirds of the counties 
of the State the best paid teachers could accept the office of superintendent only 
at a pecuniary loss, unless they should engage in some other business at the same 
time, and treat the superintendency as a side issue." 

In Superintendent Raab's report for 1884 he submitted a comparative showing of 
the salaries of county officers. The salaries of the state's attorney and county 
judge were approximately $1,200, that of the county treasurer $1,300, of the circuit 
clerk and the sheriff $1,500, of the county clerk $1,600 and of the county superin- 
tendent $791.11. Something was to be done about it by this energetic German and 
his efficient chief clerk. The report for 1886 looks better. There was an increase of 
more than $27,000 in the compensation of county superintendents, which meant 
an advance of the average compensation in 1886 over that of 1884 from $820 to 
$1,086. What had taken place? In 1883-4 the number of schools visited once was 
5,124, while in 1885-6 it was 9,973, an increase of almost 95 per cent; the number 
of schools visited more than once in the former period was 930; in the latter period 
it was 2,508, an increase of about 160 per cent. The whole amount of time spent 
by the superintendents in the former period was 18,087 days; in the latter, 24,485 
days, an increase of 26 per cent. A similar increase is noted in the number of insti- 
tutes and the number of days they were in session. It is clear that something had 
happened. And the good work continued, for in 1888 the total compensation of the 
superintendents reached $141,204.85, an increase of 28 per cent. All of this means 
that Superintendent Raab determined to secure such an amendment to the law as 

13 



UM THE EDUCATIONAL HISTORY OF ILLINOIS 

would ivsi'uo the suixM-intondonc)' from the pit into which it luui I'alleii by the ctctioti 
of the ricnoral Assembly in 1S73. 

His otfice seoivd its first giwit success in ISSo, when it svicceeded in indiicinj:: the 
Gonoral Asscmbl\- to enact the first institute law. The provisions of the law were 
verv simple. All persons undergoing- an examination for a eertitieate were obliged 
to pay a fee of $\. This fee was deposited b\' the eount>' superintendent with the 
eountx' treasurer, as an institute fund, and was subject to the order o\ the county 
superintendent. It was made obligatory \ipon the com\ty superintendent to hold 
an annual institute of at least five days, although he was pertnitted to unite with 
the superintendeiU of an adjoining coimty if he deerned that plan to be expedieiit. 
Persons holding valid certificates were exempt from the pa\inent of an institute 
fee. but others were reijuired to pay SI, 

This was an admirable piece of legislation and put the county institute on its 
feet. There had been gatherings of teachers from the beginnings of schools in the 
State, but the\- had received no recog"nition from the law further than a legal pro- 
Nnsion permittiiig boards of super\-isors and coiuu>" conunissioners' courts to make 
appropriations for their support. Subsequeiit legislation enabled the Superintetident 
of .Public Instruction to control, at least partially, the character of the instruction 
in tltese institutes by making it neccssar\- for the instnictors to hold certificates 
from him. 

'IVo years later the State Department scored atiother trixunph by sectu-ing the 
enactment of a law that put the county superintendency into far better shape than 
it had ever been before. It restored the \-isitation featxn-e cut out b>- the law of 
187-. The superintendent was requii^ed to \isit each school in his county at least 
once each >ear, and more frequently if possible. Half of the time of the office was 
to be devoted to the country schools. It classified the coiinties on the basis of the 
nimiber of schools and removed from the coimt>' board the power of determining 
the time of the superintendent except within certain limits. The counties were 
di\'ided into four classes: Those ha\-iT\g not more than fifty schools, those ha^•ing 
from fifty-one to sevent\--fi\-e. those ha\*ing from seventy-six to one hundred, and 
th(.->se having a gTeater munber thati one himdred. In the first-named class the 
limitation could not be less than one hundred and fifty days; in the second, not less 
than two hundred days; in the third, not less than two hundred and fifty and the 
fourth class cvnild not be limited in time. The compensation was made S4 a day 
with the percentages retnaining as they were, and an additional SI a day was allowed 
for all days s^xnit in visitation. 

It is now- easy to undei-stand the i-eiiiarkable increase in school \*isitation noted 
above. The comp^ensation of the count>- superintendents was i-eceived from the 
Axulitor of l"*ublic Accoimts. with the exception of the percentages, and the amoimt 
thus remitted was withheld ftxnn the amount of the public funds due the coutuies. 
The inci-ease of compensation natui-ally attracted a better class of candidates for 
these j.X)sitions and the quality of the Avork done b\- these officei-s steadily improved. 

In the earnest efforts that were made thi\n;gh many years to impixive the a^ndi- 
tion of the county superintendency it was urged that a fixed salary should attach 
to the ofiiee. This was finally accomplished in liU^o. The section of the school 



THE EDUCATIONAL HISTORY OF ILLINOIS 



195 



law fixing the compensation of these officers was so amended as to make the salaries 
of the superintendents in counties of the first class $1,250 ])er annum, in counties 
of the second class $1,650 y)er annum, and in counties of the third class (Cook county) 
$7,500 per annum. Boards of su^jervisors are authorized to increase this com- 
pensation if they desire, the same to be p)aid from the county treasury. 

The latest action with regard to this matter was taken in 1909 when the law was 
again amended so that it now reads as follows: 

County superintendents elected hereafter shall receive in full for their services in counties which, 
according to the census of 1900, contained a population not exceeding 12,000, $1,2.50 per annum; in 
counties which, according to the census of 1900 contained a population of more than 12,000 and not 
exceeding 20,000, $1,.')00 per annum; in counties which, according to the census of 1900 contained a 
population of .more than 20,000 and not exceeding 28,000, $1,800 per annum; in counties which, 
according to the census of 1900, contained a population of more than 28,000 and not exceeding 36,000, 
$2,000 per annum; in counties which, according to the census of 1900, contained a population of more 
than 30,000 and not exceeding 50,000, $2,250 per annum ; in counties which, according to the census 
of 1900, contained a population of more than 50,000 and not exceeding 75,000, $2,500 per annum; 
in counties which, according to the census of 1900, contained a population of more than 75,000 
and not exceeding 100,000, $2,750 per annum ; and in counties which, according to the census of 1900, 
contained a population of more than 100,000, $7,500 per annum, payable quarterly from the State 
school fund. Provided, h'-wever, that the board of supervisors or the board of county commissioners 
may allow additional compensation for such services, payable quarterly from the county treasury. 
The Auditor, in making his warrant to any county for the amount due it from the State school fund, 
shall deduct from it the several amounts for which warrants have tieen issued to the county superin- 
tendent of said county since the preceding apportionment of the State school fund. 

It has been a long time coming, but, at last, the county superintendents of Illinois 
receive a fair compensation for their services. In consequence, the schools are 
steadily improving in efficiency and the near future will witness a development in 
the country school heretofore unknown in the history of education in Illinois. 

COUNTY SUPERINTENDENTS SINCE 1865 



1865-69 Seth W. Grammer. 

1869-82 John H. Black. 

1882-93 *John Jimison. 

1893-94 Ella M. Grubb. 

1865-69 Joel G. Morgan. 

1869-73 Louis B. Butter, 

1873-82 Mrs. P. A. Taylor. 

1882-86 Louise C. Gibbs. 

1886-90 Mrs. P. A. Taylor. 

1890-91 *Riley J, Bain. 

1865-73 Thomas W. Hynes. 

1873-77 Samuel G. Duff. 

1877-82 Michael V. Denny. 

1882-86 Philip C. Reed. 

1886-90 Thomas P. Morey. 



ADAMS COUNTY. 

1894-97 A. A. Seehorn. 
1897-1910 A. R. Smith. 
1910 John H. Steiner. 

ALEXANDER COUNTY. 

1891-98 Nannie J. McKee. 
1898-1902 Mrs. P. A. Taylor. 
1902-09 *John Snyder. 
1909-10 Silas E. Gott. 
1910 Fannie P. Hacker. 

BOND COUNTY. 

1890-94 James C. Blizzard. 
1894-1902 Wm. E, Robinson. 
1902-06 Wm. T. Harlan. 
1906-10 H. A. Meyer. 
1910 H. A. Meyer. 



*Deceased. 



196 



THE EDUCATIONAL HISTORY OF ILLINOIS 



1S65-73 Wm. H. Durham. 

1S73-77 Mary E. Crary. 

1S77-S2 D, C. Cowan." 

1SS2-S5 Tulia Eaton. 



BOONE COUNTY. 



1SS5-90 H. J. SherriU. 
1S90-1902 Lex'i R. Fitzer. 
1902-10 J. G. Lucas. 
1910 Elizabeth B. Harvey. 



BROWN COUNTY. 



1S65-73 John P. Richmond. 

1S73-81 James P. Amonett. 

lSSl-90 George H. Lee. 

1890-94 Tames O. Bria:a;s. 



1894-98 H. E. Bartlett. 
1898-1902 James O. Briggs. 
1902-06 H. V. Davis. 
1906-12 C. W. Sellers. 



BUREAU COUNTY. 



1865-67 
1867-69 
1869-72 
1872-73 
1873-77 



1865-69 
1869-73 
1873-77 
1877-86 
1886-90 
1890-94 



1865-69 
1869-82 
1882-86 



* Marion E. Ryan. 
Albert Ethridge. 
Albert Ethridge (resigned). 
Joseph A. Mercer. 
Jacob Miller. 



1877-82 G. B. Harrington. 
1882-86 Jacob Miller. 
1886-98 G. B. Harrington. 
1898-1910 Claude Brow-n. 
1910 George 0. Smith. 



CALHOUN COUNTY. 



Stephen G. Lewis. 
Solomon Lammy. 
Israel J. Varner. 
James McNabb. 
Wm. E. Barber. 
J. E. Watson. 

Nelson Fletcher. 
James E. Millard. 
George C. Mastin. 



1894-98 Elmore Allen. 
1898-1902 Charles H. Lamar. 
1902-06 Elmore Allen. 
1906-10 Stephen J. Sibley. 
1910 Stephen J. Sibley. 



CARROLL COUNTY. 



1886-98 J. H. Grossman. 
1898-1910 John Hay. 
1910 Tohn Hav. 



CASS COUNTY. 



1865-69 


J. K. Van Demark. 




1886-94 


1869-73 


Harvey Tate. 




1894-98 


1873-77 


John Gore. 


> 


1898-1906 


1877-82 


A. J. Hill, 




1906-10 


1882-86 


Andrew L. Anderson. 




1910 






CHAMPAIGN 


COUNTY. 


1865-73 


T. R. Leal. 




1882-1902 


1873-77 


Samuel L. Wilson. 




1902-10 


1877-82 


Mrs. C. E. Earned. 




1910 






CHRISTIAN 


COUNTY. 



1865-69 A, McCaskilL 

1869-73 W. F. Gorrell. 

1873^2 Robert W. Orr. 

1882-86 Francis Bovd. 



Charles A. Schaeffer. 
John G. Peam. 
Albert E. Hinners. 
Henry Jacobs. 
Henrv Jacobs. 



G. R. Shawhan. 
Charles H. Watts. 
Charles H. Watts. 



1886-98 Robert W. Orr. 
1898-1900 D. O. Witmer. 
1900-10 Anna L. Barbre. 
1910 H. L. Fowkes. 



•Deceased. 



THE EDUCATIONAL HISTORY OF ILLINOIS 



197 



CLARK COUNTY. 



1865-69 


James Dawson. 




1886-90 


Horatio V. Gard. 


1869-73 


Wm. T. Adams. 




1890-94 


Benjamin A. Sweet. 


1873-75 


*Perr3^ A. McKain. 




1894-98 


John C. Perdue. 


1875-77 


Edward Pearce. 




1898-1906 


J. D. Shoemaker. 


1877-82 


Edward Shaw. 




1906-10 


Harry W. Drake. 


1882-86 


Wm. A. Porter. 


CLAY 


1910 
COUNTY. 


Harry W. Drake. 


1865-69 


John Russell. 




1894-98 


Thomas B. Greenlaw 


1869-73 


C. H. Murray. 




1898-1902 


D. A. McQueen. 


1873-74 


Jacob H. Songer (resigned). 


1902-04 


Jacob L McKneeley. 


1874-82 


George W. Smith. 




1904-06 


D. W. Dillman. 


1882-86 


Cleveland W. Mills. 




1906-10 


G. 0. Lewis. 


1886-90 


Lon S. McKnight. 




1910 


G. 0. Lewis. 


1890-94 


John T. Campbell. 












CLINTON COUNTY. 




1865-69 


0. B. Nichols. 




1877-94 


George A. Beattie. 


1869-73 


S. B. Wyle. 




1894-10 


Wm. Johnson. 


1873-June 1877 Philip Bottler. 




1910 


Wm. Johnson. 



1877-June to Dec. Elisha Sharp. 



COLES COUNTY. 



1865-69 


Elzy Blake. 


1869-73 


S. J. Bovell. 


1873-77 


Allen Hill. 


1877-86 


T. J. Leo. 


1886-90 


A. J. Funkhouser. 


1890-04 


Charles F. Feagan. 


1865-69 


John F. Eberhart. 


1869-73 


A. G. Lane. 


1873-77 


George D. Plant. 


1877-91 


A. G. Lane. 


1865-69 


George N. Parker. 


1869-73 


Samuel A. Burner. 


1873-77 


Presley G. Bradbury. 


1877-81 


George W. Henderson 


1881-82 


Hugh McHattan. 


1882-86 


Henry 0. Hiser. 


1865-73 


Wm. E. Lake. 


1873-77 


T. C. Killie. 


1877-81 


Henry J. Groscup. 


1881-82 


Wm. E. Lake. 


1882-86 


Samuel C. Miller. 


1886-90 


Lewis Decius. 



1894-98 John L. Whisnand. 
1898-1902 John H. Sawyer. 
1902-06 W. E. Millar. 
1906-10 Marietta A. Neal. 
1910 W. E. Millar. 



COOK COUNTY. 



1891-1902 O. T. Bright. 
1902-10 A. F. Nightingale. 
1910 E. J. Tobin. 



CRAWFORD COUNTY. 



1886-90 


Francis M. Shaw. 


1890-94 


Valmore Parker. 


1894-98 


M. N. Beeman. 


1898-1902 


Edgar L. Douglas. 


1902-10 


Harry E. Green. 


1910 


Harry E. Green. 



CUMBERLAND COUNTY. 



1890-94 Charles B. Stansberry. 
1894-98 S. S. Frederick. 
1898-1902 J. F. Grissamore. 
1902-10 H. M. Tipsward. 
1910 John W. Costelo. 



'Deceased. 



19S 



THE EDUCATIONAL HISTORY OF ILLINOIS 



1S05-(H1 Martin V. Allen. 

1869-77 Horace P. Hall. 

1S77-S1 L. L. Graham. 

1SS1-9Q Geori'-e I. Talbot. 



DE KALB COUNTY. 



1S90-1906 Lewis M. Gross. 
1906-10 W. W. Coultas. 
1910 W, W. Coultas. 



DE WITT COUNTY. 



1865-69 Stephen K. Carter. 

1869-73 F. M. Vanlue. 

1873-77 Mary S. Welch. 

1877-90 Marv S. Welch. 



1890-94 Nelson R. Hughes. 

1894-1902 Hattie P. Wilson. 

1902-10 T. C. Wampler. 

1910 John C. Costlev. 



DOUGLAS COUNTY, 



1865-69 W. W, Monroe. 

1869-75 *S. T. Callaway. 
1875-77 Charles W. Woolverton. 
1877-82 J. W. King. 
1882-86 Jos. R. Burres. 
1886-94 Nora A. Smith. 



1894-98 Mamie Bunch. 
1898-1900 Thomas M. Wells. 
1900-02 Joseph 0. Neal. 
1902-06 Annie E. Rogers. 
1906-10 E. E. Gere. 
1910 E. E. Gere. 



DU PAGE COUNTY. 



1865-69 Charles W. Richmond. 

1869 Charles Clark. (Elected but failed 

to qualify.) 
1870-73 Charles W. Richmond. 
1873-82 JR. Haggard. 



1882-85 John K. Rassweiler. 
1885-86 Samuel Fisher. 
1886-1910 R. T. Morgan. 
1910 R. T. Morgan. 



EDGAR COUNTY. 



1865-69 , 


, George Hunt, 


1869-73 


A. J. Mapes. 


1873-77 


R. S. Cusic. 


1877-82 


W. H. Roth. 



1SS2-S6 David T. Stewart. 
1886-94 James A. Kerrick. 
1894-1902 George H. Gordon. 
1902 Geortje W. BrowTi. 



EDWARDS COUNTY, 



1865-69 L. T. Rude. 

1869-S6 Levinus Harris. 

1886-90 Edward C. Fitch. 

1890-98 Fred W. Potter. 



1S9S-06 Frank Coles. Jr. 
1906-10 W. H. Sieffennan. 
1910 W. H. Sieffennan. 



EFFINGHAM COUNTY. 



1865-69 W. I. N. Fisher. 

1869-73 S. F. Gilmore. 

1873-81 Owen Scott. 

1881-98 T. A. Arnold. 



•Deceased. 



1898- 


-1901 


Charles L. Combs, 


1901- 


-10 


C. 


E. 


Mitchell. 


1910 




T. 


A. 


Davis. 



THE EDUCATIONAL HISTORY OF ILLINOIS 



199 



1865-69 Thomas K. Jenkins. (Resigned 
March, 1869.) 

1869 Zeiba S. Swan. ( March to Novem- 

ber.) 

1869-73 D. H. Mays. 

1873-84 Benjamin F. Shipley. 



FAYETTE COUNTY. 
1884 



Jesse Mays. (March to Novem- 
ber.) 
1884-94 Thomas W. Hart. 
1894-98 Charles L. Fogler. 
1898-1910 C. F. Easterday. 
1910 Frank E. Crawford. 



FORD COUNTY. 



1865-69 J. B. Randolph. 

1869-71 James Brown. 

1871-73 W. L. Conrow. 

1873-77 Robert N. Gorsuch. 

1877-79 Daniel H. Armstrong. 



1879-82 S. A. Armstrong. 
1882-90 Frank G. Lohman. 
1890-1906 E. A, Gardner. 
1906-10 H. M. Rudolph. 
1910 H. M. Rudolph. 



FRANKLIN COUNTY. 



1865-73 

1.873-77 
1877-90 
1890-94 
1894^98 



1865-67 
1867-69 
1869-73 
1873-77 

1877-82 



1865-73 
1873-82 
1882-86 
1886-90 



R. R. Link. 
George C. Ross. 
Charles D. Threlkeld. 
Wilford F. Dillon. 
Hiram N. Aiken. 



1898-1902 W. S. Buntin. 
1902-06 Hiram M. Aiken. 
1906-10 OfEa Neal. 
1910 C. W. Mundell. 



Samuel S. Tipton. 
J. K, Harmison. 
H. J. Benton. 
V. M. Grewell. 
H. J. Benton. 



FULTON COUNTY. 
(Resigned.) 



1882-86 E. R. Boyer. 
1886-94 Maurice P. Rice. 
1894-1910 M. M. Cook. 
1910 M. M. Cook. 



GALLATIN COUNTY. 



Nathaniel P. Holderby. 
Thomas J. Cooper. 
Hugh C. Gregg. 
Thomas J. Proctor. 



1890-98 George Hanlon. 
1898-1906 W. J. Blackard. 
1906-10 J. M. Greenlee. 
1910 J. B, Boswell. 



GREENE COUNTY. 



1865-69 
1869-72 
1872-73 

1873-77 
1877-80 
1880-82 
1882-86 



1865-73 

1873-82 
1882-84 
1884-90 



Stephen F. Corrington. 

C. A. Worley. (Resigned.) 

John Johns. 

Kate L. Hopkins. 

David F. King. 

H. H. Montgomery. 

Wm. J. Roberts. 



Hiram C. Goold. 
John Higby. 
Orrin N. Carter. 
Stillman E. Massey. 



1886-90 Laura Hazle. 

1890-94 Wm. A. Hubbard. 

1894-98 Harvey T. White. 

1898-1902 Harry E. Bell. 

1902-06 Lucian K. Jones. 

1906-10 George B. McClellan. 

1910 George B. MeClellan. 



GRUNDY COUNTY. 



1890-98 David R. Anderson. 

1898-1902 Mary R. Holderman. 

1902-10 Charles H. Root. 

1910 Charles H. Root. 



200 THE EDUCATIONAL HISTORY OF ILLINOIS 

HAMILTON COUNTY. 



1865-73 George B. Robinson. 

1873-77 John P. Stelle. 

1877-82 R. G. Eckols. 

1882-86 La Favette Howard. 



1886-94 Johnson H. Lane. 
1S94-1902 D. J. Underwood. 
1902-10 T. W. BiggerstafiE. 
1910 Whitson W. Dailey. 



HANCOCK COUNTY. 



1865-69 George W. Batchelder. 

1869-77 Wm. Griffin. 

1877-86 Samuel W. Layton. 

1886-90 L. P. Cravens. 



1890-1902 John A. CaHff. 
1902-10 J. E. Wilhams. 
1910 S. A. D. Fans. 



HARDIN COUNTY. 



1865-73 John Jack. 

1873-77 Marshall Rose. 

1877-82 James A. Lowry. 

1882-86 John H. Jenkins. 

1SS6-90 Frank E. Matheny. 



1890-94 T. H. Stubbs. 
1894-98 Thomas C. Jackson. 
1898-1902 John H. Womack. 
1902-10 H. M. Rittenhouse. 
1910 John H. Oxford. 



HENDERSON COUNTY. 



1865-69 John A. Summers. 

1869-73 k. P. Randall. 

1873-77 James McArthur. 

1877-82 James M. Akin. 

1882-86 Elizabeth A. Cameron. 

1886-90 Tames M. Akin. 



1890-94 C. C. Butler. 
1894-1902 Simeon E. Mace. 
1902-06 Albert C. Keener. 
1906-10 Mrs. Delia Yeomans. 
1910 Mrs. Delia Yeomans. 



1865-69 


A. 


K. 


Henny. 


1869-73 


H. 


S. 


Comstock. 


1873-82 


B. 


F. 


Barge. 


1882-86 


E. 


C. 


Rosseter. 



HENRY COUNTY. 



1886-90 Joshua Williams. 
1890-93 John B. Russell. 
1893-1910 Martin Luther. 
1910 A. L. Oldenweller. 



IROQUOIS COUNTY. 

1865-69 N. M. Bancroft. 1886-90 

1869-73 L. T. Hewins. (Died July 30, 73.) 1890-94 

1873, July- Nov. John H. Holmes. 1894-1906 

1873-82 ' D. Kerr. 1906-10 

1882-86 Edmund J. Blake. 1910 



John J. Eckman. 
Frank M. Crangle. 
S. C. Rutherford. 
Frank A. Gilbreath. 
Frank A. Gilbreath. 



1865-69 


H. C. Robinson. 


1869-73 


John Ford. 


1873-77 


L. H. Redd. 


1S77-S6 


John M. Reeder. 


1886-90 


Phillip Eager. 



JACKSON COUNTY. 

1890-94 

1894-98 

1898-1906 

1906-10 

1910 



John M. Bryan. 
Bert R. Burr. 
Emma Bryan. 
Ida Robinson . 
Andrew J. Rendleman, 



THE EDUCATIONAL HISTORY OF ILLINOIS 

JASPER COUNTY. 



201 



1865-69 Isaac H. Walker. 

1869-73 P. S. McLaughlin. 

1873-77 Calvin S. James. 

1877-90 John P. Arnold. 



1890-98 G. S. Batman. 
1898-1910 John F. Arnold. 
1910 Milo D. Yelvington. 



1865-69 James M. Pace. 

1869-73 G. W. Johnson. 

1873-86 John D. WiUiams. 

1886-94 Wm. T. Sumner. 



JEFFERSON COUNTY. 



1894-98 Oscar C. Stitch. 
1898-1906 James M. Hill. 
1906-10 Arthur E. Summers. 
1910 Arthur E. Summers. 



1865-69 Wm. J. Herdman. 

1869-73 Charles H. Knapp. 

1873-77 W. H. Lynn. 

1877-86 Lott Pennington. 

1886-90 Otis D. Leach. 



JERSEY COUNTY. 



1890-94 Richard Keily. 
1894-98 Thomas A. Case. 
1898-1910 James W. Roberts. 
1910 James W. Roberts. 



JO DAVIESS COUNTY. 



1865-77 


George W. Pepoon. 


1877-86 


Robert Brand. 


1886-90 


Mathew R. Chambers, 


1890-94 


W. H. Martin. 


1894-98 


Hiram P. Caverly. 


1865-69 


J. S. Wittenberg. 


1869-73 


Robert M. Fisher. 


1873-77 


T. G. Farris. 


1877-82 


P. T. Chapman. 


1882-90 


Wm. Y. Smith. 



1898-1902 W. H. Martin. 
1902-06 J. W. Wilcox. 
1906-10 Myrtle Renwick. 
1910 Benjamin L. Birkbeck. 



JOHNSON COUNTY. 



1890-94 Martin T. Van Cleve. 
1894-1902 Sarah J. Whittenberg. 
1902-10 Wm. M. Grisson, Jr. 
1910 Emma Rebman. 



1865-69 C. E. Smith. 
1869-73 George B. Charles. 
1873-86 C. E. Mann. 



KANE COUNTY. 



1886-1902 M. Quackenbush. 
1902-10 H. A. Dean. 
1910 F. A. Ellis. 



KANKAKEE COUNTY. 



1865-69 John Higby. 

1869-73 F. W. Beecher. (Resigned May, 

1873.) 
1873 Warren R. Hickox. (Resigned 

September, 1873.) 
1873-77 Nettie M. Sinclair. 
1877-82 H. C. Paddock. 



1882-86 Luceha W. Dye. 
1886-90 Fayette S. Hatch. 
1890-1902 James H. Peterson. 
1902-06 J. D. Cokely. 
1906-10 S. D. Saltzgiver. 
1910 S. D. Saltzgiver. 



THE EDUCATIONAL HISTORY OF ILLINOIS 



1865-69 


W. S. 


Coy. 


1869-77 


J. R. 


Marshall. 


1877-90 


C. C. 


Duffv. 



KENDALL COUNTY. 



1890-1910 A. D. Curran. 
1910 A. D. Curran. 



1865-69 James H. Knapp. 

1869-73 F. Christaitier. 

1773-82 Mar\- Allen West. 

1882-86 W. L. Steele. 

1886-90 Georo-e W. Oldfatlier. 



KNOX COUNTY. 



1890-1902 S. C. Ransom. 
1892-9S Matthew Andrews. 
1898-1902 Ernest S. Wilkinson. 
1902-10 W. F. Boyes. 
1910 W. F. Boves. 



1865-73 


Bvron L. Carr. 


1873-77 


John P. Manchester. 


1877-81 


A. R. Sabin. 


lSSl-88 


Peter Fisher. 



LAKE COUNTY. 



1S8S-1902 IMatthew W. Marvin. 

1902-06 Frank N. Gaggin. 

1906-10 T. A. Simpson. 

1910 T. A. Simpson. 



LA SALLE COUNTY. 



1865-69 J. M, Day. 

1869-73 George S. Wedgewood. 

1873-82 R. Williams. 

1882-94 G. B. Stookdale. 



1894-1906 U. J. Hoffman. 
1906-10 W. R. Foster. 
1910 W. R. Foster. 



1865-69 Tolman P. Lowry. 

1869-73 Ozias V. Smith. 

1873-82 F. W. Cox. 

1882-90 Charles H. Martin. 

1892-94 G. W. Lackev. 



LAWRENCE COUNTY. 



1894-9S John Brough Stout. 
1898-1902 H. W. Hostetter. 
1902-06 A. P. Spencer. 
1906-10 R. R. Kimmell. 
1910 R, R. Kimmell. 



1865-73 


James H. Preston 


1873-77 


Daniel Carey. 


1877-S2 


James H. Preston 


1882-86 


S. J. Howe. 


1865-73 


H. H. Hill. 


1873-82 


M. Tombaugh. 


1882-90 


George W. Ferris. 



LEE COUNTY. 

1886-90 
1890-94 

1894-1910 
1910 

LIVINGSTON COUNTY. 



P. il. James. 
Jay C. Edwards. 
I. Frank Edwards, 
L. W. Miller. 



1890-94 Henry A. Foster. 
1894-1902 C. R. Tombaugh. 
1902-10 W. E, Herbert^ 



LOGAN 



1865-69 J. G. Chalfant. 

1869-73 Levi T. Regan. 

1873-77 J. G. Chalfant. 

1877-52 Wm. H. Derby. 

1SS2-94 Samuel Gutterv. 



COUNTY. 




1894-98 


Jonathan S. Cole, 


1898-1906 


E. P. Gram. 


1906-10 


D. F. Nickols. 


1910 


D. F. Nickols. 



THE EDUCATIONAL HISTORY OF ILLINOIS 

MACON COUNTY. 

1890-94 John M. Donahy. 

1894-1902 John G. Kellar. 

1902-06 Alba A. Jones. 

1906-10 Leona F. Bowman. 

1910 Mary Moore. 



203 



1865-69 


Edwin Park. 


1869-73 


0. F. McKim. 


1873-77 


Simon P. Nickey. 


1877-86 


John Trainer. 


1886-90 


Thomas L. Evans. 


1865-69 


Charles E. Foote. 


1869-73 


F. H. Chapman. 


1873-77 


John S. Kenyon. 


1877-81 


F. W. Crouch. 


1881-83 


George W. Grubb. 


1883-86 


George W. Bowersox. 


1865-69 


Wm. P. Eaton. 


1869-73 


John Weaver. 


1873-77 


A. A. Suppiger. 


1877-82 


B. F. Sippy. 


1882-86 


James Squire. 


1886-90 


A. A. Suppiger. 


1865-69 


Hugh Moore. 


1869-73 


James McHaney. 


1873-77 


J. W. Primer. 


1877-82 


John B. Abbott. 


1882-86 


Wm. H. Storrs. 


1865-69 


John Fuller. 


1869-73 


John Peck. 


1873-82 


Charles S. Edwards, Jr. 


1882-86 


Wm. H. Kister. 


1886-90 


Ira M. Ong. 


1865-73 


H. H. Moore. 


1873-82 


S. M. Badger. 


1882-86 


Daniel M. Blair. 


1886-94 


C. P. Ballinger. 


1865-73 


Wm. H. Scott, 


1873-77 


Henry Armstrong. 


1877-82 


W. M. Priestley. 


1882-86 


Henry Armstrong. 


1886-90 


F. A. Armstrong. 



MACOUPIN COUNTY. 

1886-90' 

1890-94 

1894-98 

1898-1906 

1906-10 

1910 



MADISON COUNTY. 



George Harrington. 
Thomas E. Moore. 
James E. McClure. 
M. M. Kessinger. 
Robert C. Moore. 
Robert C. Moore. 



1890-94 Thomas P. Dooling. 

1894-98 David M. Bishop. 

1898-1902 Mark Henson. 

1902-06 Robert H. Lowry. 

1906-10 J. U. Uzzell. 

1910 J. U. Uzzell. 



MARION COUNTY. 



1886-90 S. S. Hawley. 
1890-98 S. G. Burdick. 
1898-1906 John Whitchurch. 
1906-10 John S. Knisely. 
1910 J. F. Hickman. 



MARSHALL COUNTY. 



1890-94 Jesse E. W. Morgan. 

1894-1901 M. M. Mallary. 

1901-10 E. Frank Perry. 

1910 E. Frank Perry. 



MASON COUNTY. 



1894-1906 Matthew Bollan. 

1906-10 J. A. Mehlhop. 

1910 Fannie Spaits Merwin. 



MASSAC COUNTY. 



1890-94 Joshua M. Reynolds. 
1894-98 Robert Alexander. 
1898-1902 Joshua M. Reynolds. 
1902-H) W. A. Spence.' 
1910 W. A. Spence. 



204 



THE EDUCATIONAL HISTORY OF ILLINOIS 



Mcdonough county. 



1865-69 Daniel Branch. 

1869-73 Loyd H. Copeland. 

1873-77 J. M. Dunsworth. Jr. 

1877-82 H. A. Maxwell. 

1882-90 Thomas J. Dudman. 

1865-69 A. J. Kingman. 

1869-73 Gardner S. Southworth. 

1873-77 William Nickie. 

1877-82 A. W. Young. 

1882-83 Sebre D. Baldwin. 



1890-94 George R. Fenton. 
1894-1906 J. M. Pace. 
1906-10 B. E. Decker. 
1910 B. E. Decker. 



McHENRY COUNTY. 



1883-84 Henry R. Baldwin. 
1884-90 Lester Barber. 
1890-1902 Wm. E. Wire. 
1902-10 George W. Conn, Jr. 
1910 A. M. Shelton. 



1865-69 Daniel Wilkins. 

1869-73 John Hull. 

1873-77 John Hull. 

1877-82 "Wm. H. Smith. 



McLEAN COUNTY. 



1882-94 John A. Miller. 
1894-1906 John S. Wren. 
1906-10 B. C. Moore. 
1910 B. C. Moore. 



1865-69 Edward Booth. 

1869-73 Wm. H. Berry. 

1873-77 K. B. Davis. 

1877-98 R. D. Miller. 

1898-1903 George C. Power. 



1865-69 S. B. At water. 

1869-73 F. W. Livingston. 

1873-82 Amanda E. Frazier. 

1882-86 Joseph A. Coding. 



MENARD COUNTY. 

1903-04 
1904-06 
1906-10 
1910 

MERCER COUNTY. 



R. D. Miller. 
T. E. Cantrall. 
Eva B. Batterton. 
Eva B. Batterton. 



1886-90 Kenneth M. Whitham. 
1890-92 Alexander Calhoun. 
1892-1910 Charlton L. Gregory. 
1910 Charlton L. Gregor}'. 



1865-69 James A. Kennedy. 
1869-73 Jos. W. Rickert. 
1873-98 W. H. Hilvard. 



1865-69 J. C. Tulley. 

1869-73 k. L. Gregory. 

1873-77 Francis Springer. 

1877-82 Thomas E. Harris. 

1882-90 Jesse C. Barrett. 



MONROE COUNTY. 



1898-1910 Henrv Eisenhart. 
1910 J. W." Jackson. 



MONTGOMERY COUNTY. 



1890-94 Jacob L. Travlor. 
1894-98 W. H. Groner. 
1898-1906 Wm. J. McDavid. 
1906-10 John W. Harp. 
1910 John W. Harp. 



1865-73 Samuel M. Martin. 

1873-82 Henry Higgins. 

1882-86 Christopher M. Sevier. 

1886-90 Alfred T. Lynn. 

1890-94 Harrv C. Montgomerv. 



MORGAN COUNTY. 



1894-98 Hart H. Withee. 
1898-1904 Frank A. Johnson. 
1904-10 Harry C. Montgomery. 
1910 Harry C. Montgomery. 



THE EDUCATIONAL HISTORY OF ILLINOIS 



205 



MOULTRIE COUNTY. 



1865-69 T. Y. Lewis. 

1869-73 Frank D. Stearns. 

1873-77 J. K. P. Rose. 

1877-82 D. F. Stearns. 

1882-90 B. F. Peadro. 



1890-98 Oscar B. Lowe. 
1898-1902 B. F. Peadro. 
1902-10 J. C. Hoke. 
1910 Van D. Roughton. 



OGLE COUNTY. 



1865-77 E. L. Wells. 

1877-82 John T. Ray-. 

1882 to September, 1886, Fernando Sanford. 

(Resigned.) 
1886 to comletion of term, S. B. Wadsworth. 

(Appointed.) 
1886 to September, 1887, S. B. Wadsworth. 

(Resigned.) 



1887 to November, 1888, Stephen G. Mason- 

(Appointed.) 

1888 to November, 1902, J. M. Piper. 
1902-06 E. I. Neff. 

1906-10 Anna B. Champion. 
1910 J. E. Cross. 



PEORIA COUNTY. 



1865-73 N. E. Worthington. 

1873-77 Mary W. Whiteside. 

1877-82 James E. Pillsbury. 

1882-90 Mary W. Whiteside Emery. 



1890-94 Mollie O'Brien. 
1894-1902 Joseph L. Robertson. 
1902-10 Claude U. Stone. 
1910 J. A. Hayes. 



PERRY COUNTY. 



1865-69 J. W. Blair. 

1869-73 B. G. Roots. 

1873-82 John B, Ward, 

1882-86 Richard B. Anderson. 

1886-90 Edward I. Ward. 



1865-69 John W. Coleman. 

1869-73 C. A. Tatman. 

1873-77 C. J. Pitkin. 

1877-82 Man,' I. Reed. 

1882-86 G. A. Burgess. 



1865-69 J. C. Pettingill. 

1869-73 John N. Dewell. 

1873-77 J. W. Johnson. 

1877-82 Wm. H. Crow. 

1882-86 Rufus M. Hitch. 

1886-90 C. I. Swan. 



1865-73 Theodore Steyer. 

1873-81 James A. Rose. 

1881-82 David G. Thompson. 

1882-84 S. L. Spear. 

1884^86 David G. Thompson. 

1886-90 Thomas H. Sheridan. 

1890-94 Jasper N. Magnor. 



1890-94 Albert S. Marlow. 
1894-1906 Walter R. Kinzey. 
1906-10 Robert B. Templeton. 
1910 Elmo W. Lee. 



PIATT COUNTY. 



1886-94 George N. Snapp. 
1894-98 James H. Martin. 
1898-1910 Charles Mcintosh. 
1910 Charles Mcintosh. 



PIKE COUNTY. 



1890-94 John B. Gragg. 
1894-98 Walter R. Hatfield. 
1898-1906 Caroline Grote. 
1906-10 David P. Hollis. 
1910 David P. HoUis. 



POPE COUNTY. 



1894-98 Adolphus D. McDonald. 

1898-1902 John H. Hodge. (Died June, 1902) 
June, 1902, to November 25 
1902. A. D. McDonald. 

1902-06 M. Lillian Baker. 

1906-10 Robert R. Randolph. 

1910 Robert R. Randolph. 



206 



THE EDUCATIONAL HISTORY OF ILLINOIS 



1S65-73 James H. Brown. 
1873-77 William M. Hathaway. 
1877-82 S. A. Colwell. 



PULASKI COUNTY. 

1882-06 
1906-10 
1910 



Hester M. Smith. 
May S. Hawkins. 
Mav S. Hawkins. 



1865-69 James S, Mc Clung. 

1869-73 A. W. Durley. 

1873-86 James H. Seaton. 

1886-90 S. May Campbell. 



PUTNAM COUNTY. 



1890-94 John M. Boyer. 
1894-1902 "Wm. E. Hawthorne. 
1902-10 George W. Hunt. 



1910 



Walter A. Paxson. 



1865-69 John A. Malone. 

1869-73 R. P. Thompson. 

1873-77 P. N. Holm. 

1877-82 Robert M. Spurgeon. 

1SS2-86 S. B. Hood. 



RANDOLPH COUNTY. 



1886-90 John W, Hood. 
1890-94 George L. Riess. 
1S94-1902 Sidney A. McKelvey. 
1902-10 Maurice A. Mudd. " 
1910 W. F. Stine. 



1865-67 Wm. H. WilHaiTison. 
1867-73 John C. Scott. 
1873-82 J. C. Coons. 
18S2-1906 k. N. Stotler. 



RICHLAND COUNTY. 

(Removed.) 1906-08 
1908-10 
1910 

ROCK ISLAND COUNTY. 



Harry T. Dewhirst. 
Elmer Van Arsdall. 
Elmer Van Arsdall. 



1865-69 


Wm. H. Gest. 


1869-82 


M. M. Sturgeon. 


1882-90 


James H. Southwell. 


1890-94 


Charles B. Marshall 


1865-73 


F. F. Johnson. 


1S73-77 


B. L. Hall. 


1877-82 


W. S. Blackman. 


1882-S6 


George B. Parsons. 



1894-98 Elliott B. McKeever. 
1S9S-1910 S. J. Ferguson. 
1910 S. T. Ferguson. 



SALINE COUNTY. 



1886-9S James E. Jobe. 
1898-1906 LeT\ns E. York. 
1906-10 R. E. Rhine. 



1910 



R. E. Rhine. 



1865-1869 
1869-1873 
1873-1SS2 
1882-1SS6 
1886-1890 
1890-1892 



1865-1S69 
1869-1873 
1873-1877 
1877-1886 
1886-1894 



0. S. Webster. 
Warren Burgett. 
P. J. Rourke. 
Adoniram J. Smith. 
Andrew M. Brooks. 
Noel B. Hannan. 



Jesse C. Fox. 
J. R. NeiU. 
William A. Clark. 
Henry H. Foley. 
D. Marion Stover. 



SANGAMON COUNTY. 

1892-1894 
1894-1898 
189S-1906 
1906-1910 
1910 



SCHUYLER COUNTY. 

1894-1898 
1898-1902 
1902-1906 
1906-1910 
1910 



Annie R. Hannan. 
Andrew M. Brooks. 
Charles A'an Dom. 
Edgar C. Pruitt. 
Edsjar C. Pruitt. 



Joseph G. Maroe. 
L. J. McCreery. 
J. Rollo Black. 
L. J. McCreery. 
George R. Hermetet. 



THE EDUCATIONAL HISTORY OF ILLINOIS 



207 



SCOTT COUNTY. 



1865-69 



1869-73 
1873-77 
1877-82 
1882-86 



1865-69 
1869-73 

1873-77 

1877-82 



James R. Haggard. (Resigned 

March 9, 1869.) 

Wm. T. Collins, completed term. 
James Callan. 
Rufus Funk. 
Jackson Carpenter. 
George W. Dixon. 



1886-90 Nathan R. Smithson. 
1890-98 Morgan B. Ballard. 
1898-99 Harvey E. Leib. 
1899-1906 Elmer F. Walker. 
1906-10 John C. Moore. 
1910 John C. Moore. 



SHELBY COUNTY. 



A. T. Hall. 

Enoch A. McGrew. 

(Vice A. T. Hall, Deceased.) 
John Stapleton. 
H. S. Mouser. 



1882-86 Wm. Marschutz. 
1886-94 Milton Barbre. 
1894-1902 J. A. Montgomery. 
1902-10 Charles M. Fleming. 
1910 Lee W. Frazer. 



1865-73 B. G. Hall. 

1873-77 A. B. Abbott. 

1877-82 Ameha L. Halsey. 

1882-98 Wm. R. Sandham. 



STARK COUNTY. 



1898-1902 George O. Frank. 
1902-06 ■ Mrs. M. P. Edmunds. 
1906-10 George C. Baker. 
1910 George C. Baker. 



ST. CLAIR COUNTY. 



1865-73 James P. Slade. 

1873-75 *John B. GwiUem. 

1875-77 James P. Slade. (Appointed.) 

1877-82 James McQuilkin. 



1882-86 Emil Dapprich. 
1886-94 Charles Cannady. 
1894-1910 Charles Hertel. 
1910 Wm. A. Hough. 



1865-69 Alfred A. Crary. 

1869-73 Issac F. Kleckner. 

1873-77 Johnson Potter. 

1877-86 A. A. Kraps. 



STEPHENSON COUNTY. 



1886-94 P. 0. Stiver. 
1894-1902 Robert W. Burton. 
1902-10 Cyrus Grove. 
1910 Cyrus Grove. 



TAZEWELL COUNTY. 



1865-73 S. K. Hatfield. 

1873-77 M. E. Pomfret. 

1877-86 B. C. Allensworth. 

1886-94 D. B. Pittsford. 

1894-95 Wm. R. Lackland. 



1865-69 


Hugh Andrews. 


1869-73 


P. H. Kroh. 


1873-77 


Joseph H. Samson. 


1877-80 


David. W. Karraker, 


1880-82 


Wm. C. Rich, Jr. 


1882-86 


Jos. H. Samson. 


*Deceased. 



1895-98 John L. Boling. 
1898-1906 W. P. Mavity. 
1906-10 A. M. Wells. 
1910 Ben. L. Smith. 



UNION COUNTY. 



1886-90 Oliver P. Baggott. 
1890-94 Joseph Gray. 
1894-1902 George Barringer. 
1902-10 Wilham 0. Brown. 
1910 Wilham O. Brown. 



20S 



THE EDUCATIONAL HISTORY OF ILLINOIS 



1865-68 Philip D. Hammond. 

1868-73 J. W. Parker. 

1873-82 Charles V. Guy. 

1882-90 John D. Benedict. 



1865-82 Lames Leeds. 
1882-90 Alfred P. Manly. 
1890-1902 J. E. Ramsey. 



1865-69 James I. Wilson. 

1869-77 J. B. Donnell. 

1877-82 Mrs. M. E. Watt. 

1882-86 Margaret L. Wiley. 

1886-90 John S. Cannon. 



1865-73 A. C. Hillman. 

1873-77 Samuel C. Page. 

1877-82 J. W. Hudson. 

1882-90 Wm. L. Martin. 

1890-94 Lucillus H. Carson. 



1865-69 John B. Mabry. 

1869-73 W. A. Vernon. 

1873-77 F. M. Woodland. 

1877-S2 B. F. Meeks. 

1882-86 Zephania B. West. 



1865-69 Charles E. M. Lowell. 
1869-73 J. I. McChntock. 
1873-77 A. S. Harsha. 
1877-86 J. I. McClintock. 
1886-90 Commodore P. White. 



1865-69 Michael B. Kelly. 

1869-73 M. W. Smith. 

1873-77 O. M. Crary. 

1877-82 George C. Loomis. 



1865-69 Dwight Haven. 

1869-73 S. 0. Simonds. 

1873-77 Sarah C. Mcintosh. 

1877-82 J. F. Perry. 



VERMILION COUNTY. 
(Removed.) 



1890-98 Lin. H. Griffith. 
1898-1906 Ralph B. Holmes. 
1906-10 W. Y. Ludwig. 
1910 Otis P. Haworth. 



WABASH COUNTY. 



1902-06 


A. E. Smith. 


1906-10 


S. A. Mayne. 


1910 


S. A. Mayne. 


)UNTY. 
1890-94 


Mrs. Helen M. Rupp, 


1894-02 


Mary E. Sykes. 


1902-10 


John D. Regan. 


1910 


John D. Regan. 



WASHINGTON COUNTY. 



1S94-9S 


Robert Pence. 


1898-02 


Jesse T. Gibbs. 


1902-06 


C. L. Edwards. 


1906-10 


Robert Pence. 


1910 


Robert Pence. 


WAYNE COUNTY. 




1886-94 


James H. Kramer. 


1894-02 


John L. Young. 


1902-06 


J. W. Templeman. 


1906-10 


W. G. Cisne. 


1910 


W. G. Cisne. 


WHITE COUNTY. 




1890-98 


Thomas B. Fuller. 


1898-1906 


i Everett McCalister. 


1906-10 


Volney W. Smith. 


1910 


Volney W. Smith. 


WHITESIDE COUNTY. 





1882-90 B. F. Hendricks. 
1890-1902 Wm. J. Johnston. 
1902-10 B. F. Hendricks. 
1910 B. F. Hendricks. 



WILL COUNTY. 



1882-86 John McKearnan. 
1886-1910 W. H. Nevens. ^ 
1910 W. H. Nevens. ' 



THE EDUCATIONAL HISTORY OF ILLINOIS 
WILLIAMSON COUNTY. 



209 



1865-69 David G. Young. 

1869-77 Augustus N. Lodge. 

1877-82 J. M. Fowler. 

1882-90 John H. Duncan. 



1890-98 


T. J. Youngblood 


1898-02 


Monroe M. Swan. 


1902-10 


R. 0. Clarida. 


1910 


R. 0. Clarida. 



WINNEBAGO COUNTY. 



1865-73 Archibald Andrew. 
1873-82 Mrs. M. L. Carpenter. 
1882-98 C. J. Kinnie. 



1898-1910 0. J. Kern. 
1910 O. J. Kern. 



WOODFORD COUNTY. 



1865-69 
1869-77 
1877-82 
1882-90 
1890-94 



Joseph M. Clark. 
Wm. H. Gardner. 
J. E. Lamb. 
James Kirk. 
Lyon Karr. 



1894-98 John F. Sparks. 

1898-06 W. J. Whetzel. 

1906-10 Fred H. Doeden. 

1910 Roy L. Moore. 



TowxsHip Trustees. 



The first mention of these famihar school officers was in an act of the first legis- 
lature. It decreed that the county commissioners should appoint three trustees 
for each township and that these trustees should lay out the sixteenth section in 
lots of not less than forty and not more than one hundred and sixty acres, with 
timber reservations for the use of all of the lessees in common. This was about 
the only action of a general character that related to education that was enacted 
by that body. 

The first school law in the State was approved January 16, 1825. Section 18 
mentions the township trustees in the following connection: "Be it further enacted, 
That the rents arising from the school lands in each township shall be collected by 
the trustees of such lands, and divided by them among such of the inhabitants of 
the township as shall have contributed b}' tax, subscription, or otherwise, for the 
support of a common school in or near such township, for at least three months 
within the last twelve months preceding the time of making such dividend: Pro- 
vided, that such rents shall be divided among the inhabitants aforesaid, in propor- 
tion to the sums contributed by them to the support of such common schools." 

There is liability to confusion in refen^ng to the status of trustees at this time, 
for what are now familiarly known as school directors were, as we shall see, designated 
as trustees. 

The law of 1841 made it the duty of the county commissioners of each count}' to 

appoint three ti"ustees in each township for a term of four years. It will be seen 

that their powers are greatly enlarged. The\' were to appoint a treasurer who should 

also be their clerk. They were to be the legal custodians of all real estate, personal 

property or money belonging to the township. All moneys coming into their hands 

were to be turned over to the school commissioners of their respective counties to 

be applied to the support of schools. They were also to protect all school lands 

against trespass. These lands were especially liable to be despoiled of whatever 
u 



210 THE EDUCATIONAL HISTORY OF ILLINOIS 

timber was upon them. In those early da}'s the settlers were not especially careful 
as to A\-here they went for their fuel. The writer of these hues was a frequent obser- 
ver of the method of prociu-ing wood for the kitchen and the sitting room. The head, 
of the family started out with his team and his ax and his gun. The latter was for 
the chance game that was more than likeh' to cross his path and the ax was for the 
first likely prospect in the way of fallen timber, or, in lieu of its scarcity, the standing 
timber would answer, with no question as to where the title of the land might be 
vested. If school lands were well clothed with trees the\' were regarded as a com- 
mon field and little was said about trespassers. 

The fifth di^•ision of the law provided for the incorporation of townships. The 
township trustees appointed b>- the count>' commissioners were to call and hold an 
election upon the question of the incorporation of the township. If the result of 
the election were favorable to the organization, five trustees were elected as successors 
to the tnistees of school lands. The>' were called "Trustees of Schools," and had 
general charge of the schools of the to\\iiship. They were the first examiners of the 
teache'-s, or, if the_\- preferred, the\- could have them examined, and they had the 
authority to gi^ant certificates if the candidates were found competent. The exam- 
inations Avere not characterized by any especial thoroughness; if they had been there 
would haA-e been few teachers for the schools. Such certificates were necessary to 
draw the iniblic money.. 

In 1S45 the trustees were relieved of the duties of examining and licensing teachers, 
that dut\" being conferred upon the common school commissioner. The tnistees 
were authorized to piurchase school libraries and real estate for schoolhouses. 

In lS6o the law was so amended as to require the election of three trustees for a 
term of three years. After the first election they were to draw lots for the respective 
terms of one, tw^o and three years. Subseqiiently the election of one tiiistee occuiTed 
each year. From that time until the present there have been no changes that 
altered the plan of three trustees having a tenure of three }'ears an.d with the annual 
'election of one. 

School Directors axd Teachers. 

As has been stated, the first schools were subscription schools. Some enter- 
prising parent, who could not endure the thought of liaA'ing his children gi-ow up 
in ignorance, would discover some pierson who A\"as regarded as competent to conduct 
a school, and he would secure the co-operation of enough of his neighboi's to compen- 
sate the teacher for his work. Occasionally there would be a farmer's wife of sutfi- 
cient intelligence to teach the \'ounger pupils, and she would convert her house into 
a schoolroom and turn an honest penny by a moderate tuition charge. The AATiter 
well remembers such an instance in central Illinois, in the early fifties, before the 
passage of the law of ISoo. She had children of her own that were in need of instnic- 
tion and but few more were needed to make a school. It was b}- no means an unkno^Aai 
event for the larger bo}"s to be excused from school to aid in fighting prairie fires 
when the farnis were threatened in the fall. One has but to remember that the 
gi-ass in the low grounds often grew to a height that puzzled a x^oungster to reach 
the top even though on horseback, and that the late summer was dry and conx-erted 
the abundant herbage into extremeh" combustible material. "When such a mass of 



THE EDUCATIONAL HISTORY OF ILLINOIS 211 

inflammable stufif was once ignited and a lively wind pushed it along it made short 
work of traversing a mile or two. A small but resolute lad could do a fine job of 
counterfiring, if he had the pluck and the energy, and more than one young fellow 
earned local distinction by his achievements. When once the fire was out or the 
farmer's crops went up in smoke the school session resvimed its ctistomary routine. 
The pioneer was ready for all experiences and spent no time in needless lamentations. 

But the school fund was never forgotten, and the income was early sought to 
assist the early settler to bear the burden of education. For there was little money 
among the people. Indeed, so scarce was that quite necessary commodity that the 
payment of the annual taxes, small as they were, was often a hardship to people 
who had an abtmdance of land and ver}' little ready cash. 

By turning to the law of 1825 it will be seen that Section 1 declared "That 
there shall be established a common school or schools in each of the counties of the 
State (for white children only). Section 2 made it the duty of the county commis- 
sioners' court to form school districts, when properly petitioned, with the limitation 
that there must be at least fifteen families in each district. Section 3 atithorized 
the election, in each district, of three trustees, a clerk, a treasurer, an assessor, and 
a collector. This gave an organization for the management of a school. Every 
officer so elected was expected to do his duty, and if he declined to serve his con- 
stituents he was duly fined. 

But the money for the support of the schools — how was that to be secured? 
The law of 1825 authorized the levying of a tax for educational purposes. It was 
not to exceed one-half per cent and could be paid in cash or in merchantable produce. 
The amount was determined by a mass meeting of the inhabitants of the district. 
Then there was the income from the State funds or the township funds, and this 
was to be paid to the treasurer and that furnished additional help. 

But there must be a schoolhouse. This fact did not present a seriotis problem. 
The people generally dwelt in the groves or in the timbered belt near a stream and 
a log house could be erected at a "bee," organized for that purpose. -Or a school- 
house could be built by the proceeds of a tax voted at the district mass meeting. 

But the law of 1825, with its section permitting taxation, was very obnoxious 
to many and was soon repealed, and the schools were remanded to the old method 
of support — a rate bill and the income from the State fund. But the teacher 
could not participate in the income from the fund unless there were legally consti- 
tuted authorities to get possession of it. The law of 1833 provided the following 
manner of procedure: A teacher who has been employed by a nvimber of parents 
to conduct a school calls his employers together within a month after the beginning 
of the school. The employers select three trustees to take charge of the school 
until the succeeding November, when they retire and are succeeded by three others 
similarly chosen. When the teacher has completed his school he submits a schedule, 
certified to by the trustees or by five of his employers, to the county commissioner 
of school lands, who was then authorized to permit the teacher to share in the distri- 
bution of the income from the fund, if happily there should be such an income. 

In 1841 there was an attempt to make a school law, but the General Assembly 
could not get itself up to the sticking point on the question of local taxation. It 



IMJ THE EDUCATIONAL HISTORY OF ILLINOIS 

authorized assooialioui; to purchase not more than ten acres and to build a school- 
house and ^•csl the title in the trustees. It also provided that the teachers should 
share equally in the 1\uk1s, hut that no one should receive more than the contract 
price. It reenacted the provisions i-espccting the organization of school districts, 
and that the emplo>-ers of a teacher should meet Nvithin ten days after the beginning 
of the school and elect three trustees to take charge of the school. If the school 
should last more than one year, there nnist be a second election of trustees. The 
teacher was required to keep a schedule, and the trustees were requireti to certify 
to its acciu-acy and to the amount due the teacher. The funds were pa>-able half- 
yearly. I f the ttnvnship were not incorporated, the schedule went to the commissioners 
of schools: otherwise, to the township treasiu'cr. If the trustees should fail to certify 
to the schedule, live eaiployers were authorized to do so. 

The subsequent history of the school-director element in our law is brief. The 
law of 1S55 provided for the election of three directors biennially on the first Monday 
of October. Subsequently the term was extended to three years with the annual 
election of one nuMubcr of the board. This arrangemeiU seems to have met the 
ap]iroval of the people, for it has continued to the present. 

Thk Tii:.\cHKR. 

For con\-cniencc of reference there is here presented in brief the evolution of the 
present method of emplo\-ment raid of the determination of the qualifications of the 
teachers. 

As has beet\ said, the first teachers conducted substatitiall\" what were formei'ly 
called "select" schools. The\- were "maintained b>' a ttution fee. By the law of 
1825 the\- were enabled to participate in the income from school funds, as has been 
sho^^^l in the foregoing pages. The law provided for public taxation and set aside 
for educational purposes two per cent of the income of the State. Certain officials 
were necessary to determine the qualifications of teachers, for if they are to receive 
public money the public has a right to know that they are qualified to perform the 
duties of the position which receives the mone>-. In consequence the law pro\-ided 
for their election. The count>" commissionei-s' court formed school districts if peti- 
tioned legally. The legal voters then elected three trustees and certain other officers. 
It was the duty of these tnistees to superintend the schools within their respecti\'e 
districts, aiid to examine and employ the teachers. 

By the law of 1833, many of the sections of the law of 1825 having been repealed, 
a teacher could call together the people who had emplo}-ed him. iii miorganized 
districts, and the>- could elect directors who were aut^horized to pay him. 

B\- the law of 1845, it was made the dut_\- of empUn-ers in unorganized districts 
to meet ten days after the beginning of the school and elect three trustees to manage 
the schools. A new set was to he elected each >-ear. It was now the duty of the 
school commissioner to examine the teachers. The la^\• required a Icnowledge of 
readiiig, writing, arithmetic, gi-ammar, geography and history of the United States. 
Spelling seems to ha\c been disi-egarded. It was soon discovered that these require- 
ments were too severe, and many of the districts lost their share of the fund on account 
of the impossibility of securing legally qualified teachei's. In 1847 the law was so 



THE EDUCATIONAL HISTORY OF ILLINOIS 213 

amended as to permit candidates to indicate the subjects which they regarded them- 
selves as able to teach and to be examined in these electives. 

In 1849 the qualifications formerly required were reenacted but were not enforced 
if the school trustees or directors did not require it. 

By the law of 1855 the teacher was examined by the county commissioner of 
schools and could not draw public funds without a certificate. The certificates 
were all of one grade and were good for two years. The subject of spelling was 
added to those already designated. We have seen how there were subsequently 
three grades of certificates and how at last the number was reduced to two for coun- 
ties and how the State certificate law was enacted. 



214 THE EDUCATIONAL HISTORY OF ILLINOIS 



CHAPTER XL 

THE DEVELOPMENT OF THE NORMAL SCHOOL. 

Illixois State Xormal Uxiversity. 

WHEX Mr. Hovey left for the front the board selected Perkins Bass, of 
Chicago, a member of the board and a practicing attorney, to hold the 
school together as well as he might while the teachers' committee went out 
on a search for a principal. Fortunately the right man was not far awa}'. Some 
five >-ears before, Richard Edwards had been enticed from the principalship of the 
Salem, Massachusetts, Normal School to come west and take charge of the St. Louis 
City Normal School. In September, 1S02, he became the president of the Illinois 
State Normal Universit}' and remained in that position until December 31, 1875. 
It is not easy to '\\Tite in terms of moderation of this remarkable man. He was a 
most highly accomplished teacher, and in his spirit was one of the old crusaders, 
fired with a wonderful enthusiasm for poptilar education. In another part of this 
volume will be found a sketch of his career. He carried the school through the days 
of hard things, and when he left it there was no longer fear that its future was in 
doubt, with the exception of the legal complication alread}' referred to. 

Dr. Edwards was succeeded by Edwin C. Hewett. whose early connection with 
the school has been mentioned. He retired from the presidency in June, 1890, and 
was succeeded by John "\V. Cook, a gi-aduate of the institution and for twenty-four 
\ears pre^notis to his election a member of the faculty. In 1899 a new Normal 
School mo^•ement was on and he became the president of the Northeni Illinois State 
Normal School, at DeKalb. 

Mr. Cook was succeeded b\' Arnold Tompkins, who remained but one ^^ear, 
leaving to accept the principalship of the Chicago Normal School. His successor 
was David Felmle>-, who had been for ten }-ears in charge of the department of 
mathematics. 

There was no material addition to the eqiiipment of the institution until 1891, 
when a training-school building was erected for the accommodation of the practice 
school. In 1895 the librar}- building and g\-mnasium was begun and was completed 
two years later. In 1907 the most significant addition to the facilities of the school 
was achieved in the erection of the fine Manual Arts Building. 

On the fiftieth anniversary of the founding of the school a "Jubilee History" 
^^•as published, which entered into details in a most interesting A^^a}'. A similar 
histor}- was ptiblished at the end of the twenty-fifth year. As these volumes are 
available for the iise of the curious "with regard to the inner historx- of the institution 
manv interestins: details are omitted here. 



THE EDUCATIONAL HISTORY OF ILLINOIS 215 

As the school long had a reputation for thoroughness of instruction some explana- 
tion of that phenomenon should be offered. It is distinctly traceable to the influence 
of Nicholas Tillinghast, principal of the State Normal School, at Bridgewater, 
Massachusetts. Mr. Tillinghast was a graduate of the United States Military 
Academy, at West Point. That institution has always had a reputation for extremely 
rigorous scholastic discipline. He imbibed a large part of the school spirit and car- 
ried it to Bridgewater. Among his pupils there were Richard Edwards, Edwin C. 
Hewett, Thomas Metcalf and Albert Stetson. These men were sensitive to the 
influence that the character of their principal exerted uiDon those about him. It 
has been stated that Mr. Hewett came in 1858; in consequence, the leaven of his 
most rigorous methods had been doing its work for four years when Mr. Edwards 
came. He brought with him from St. Louis another of the Bridgewater men, Thomas 
Metcalf, who is reverently remembered as a saint of God. He combined with the 
most exacting demands of scholarship a beauty of character that produced the pro- 
foundest impression upon those with whom he was associated. Albert Stetson 
contributed also to the same general effect in his own way. All of these men remained 
with the school for many years. The aggregate of their services was more than a 
full century. Further, several of their pupils became teachers in the school, the sum 
total of their contribution being more than another century. Those who were 
longest there were John W. Cook, thirt}'-three years, and Henry McCormick, who 
is now (1911) completing his forty-second year. Further, the present president, 
who came to the school to succeed Mr. Cook in the chair of mathematics when the 
latter became president, is of the same mold, and it could not be otherwise than 
that the old spirit would have strong tendency to survive. 

The following paragraph, from an unpublished manuscript of the Bureau of Educa- 
tion, prepared by President Felmley , treats of one of the later periods of the school : 

" The period 1888-95 saw many significant changes in the life of the institution. 
Buel P. Colton, who had studied biology at Johns Hopkins University under pupils 
of Huxley, introduced his methods into the department of science. In the same 
year Charles De Garmo returned to the institution after three years of philosophy 
and pedagogy at Halle and Yena. Several of the faculty became interested in 
German thought and met weekly in a philosophy club under the leadership of George 
P. Brown. In 1890 John W. Cook became president. Himself the product of the 
old spirit, for he had been with the institution for twenty-seven years, he saw its 
limitations as well as its power, and soon with characteristic energy began to 
strengthen the school. The training department received his first attention. A 
new building was erected. Frank McMurry, Charles McMurry, and C. C. Van 
Liew, all of whom had studied with Dr. Rein, at Yena, came into the department 
of pedagogy and practice. The courses in psychology and pedagogy were modified. 
The elementary course in the model school was reorganized along Herbartian lines; 
three critic teachers were employed, besides paid student assistants to care for the 
various schoolrooms. The various departmental and society libraries were con- 
solidated and placed in the charge of a regular librarian; instruction in physical 
training was provided, and in 1895 a beautiful fireproof building was erected to 
contain gymnasium, library, museum and scientific laboratories." 



210 THE EDUCATIONAL HISTORY OF ILLINOIS 

With regard to the work of President Tompkins, President Felnaley adds the 
following; "Pie had been a student and teaeher in the Indiana State Normal Sehool 
at Terre Haute, and had later Avon distinction as an educational AATiter and lecturer 
of rare power. After a single year he accepted the principalship of the Chicago 
Normal Sehool. The most sigiiiticant event of his administratioii was a thorough- 
going revision of the eom-se of stiidy, adapting it to the varying needs of different 
gi'ades of students and providing various elective courses for the training of special 
teachers. In the reorganization of the training department the instnictor in the 
method of the recitation was made the supervisor of practice and eight critic teachers 
were proAnded for the eight grades of the model school," 

"With the accession of President Felmley thei-e began a new extension of the 
institiUion in all directions. The school work became substantially continuous 
throughout the year. A beautiful new building was erected for the uses of the 
manual arts department and some of the sciences, and which also included a tine 
aiiditoriimi equipped with a pipe organ. At this writing the institution is highly 
prosperoiis and is about to enter Upon wider expansion under the leadership of its 
singular!)- capable president. 

The historian can not forbear making certain extracts from the Jubilee History 
of the school, to which the curious reader is refen-ed for fuller statements. As it 
is not convenient to make these quotations in the sequence in which the>- appear, 
full credit is hereby given to the volume for th.e substance of what appears in this 
i mmediate connection . 

A reniarkable fact in the historv of the institution is the long ser\nce rendered 
by seA'cral of the teachers as well as b>- the members of the Board of Education of 
the State of Illinois, the governing body of the school. Edwin C. Hewett became 
a teacher in the school in 1S5S and retired in 1S90, being absent on leave for one 
year. He was thus a teacher in the institiition for thirt>--one years, fourteen and 
a half of A\hieh he was acting president and president. Thomas jMetcalf began in 
18G2 and retired in 1894 after a continuous service of thirty-two years. John W. 
Cook began in 1866 and retired to accept the presidency of the Northern Illinois 
State Normal School after a continuous service of thirty-three years, nine of which 
he was president. But the siipreme patriarch of the school is Henry McCormick, 
who entered the school as a teacher in 1869 and has been connected continuously 
with it in that capacity until the time of this writing, November, 1911. He has a 
record of something more than forty-two years. 

Dr. Hewett did not engage in other work after his retirement from the sehool. 
He was a highly significant factor in the educational work of the State and merits 
far more attention than the limitations of space will here pennit. The biographical 
sketch from which the folk:iA\nng extracts were taken was prepared for the Jubilee 
History by John W. Cook. 

Edwin C. Hewett was boni in East Douglas, Massaclnisetts, on November 1, 
1828. His parents were frugal, industrious, I'esohite, liberty-loving. God-fearing 
people. His Piuntan ancestry was the dominating energy of his interesting life. 

At thirteen he was learning a trade on the bench of a journeyman shoemaker. 
But the school was dear to the Puritan heart and labor was made to }-ield a place 



THE EDUCATIONAL HISTORY OF ILLINOIS 217 

to learning. So to the common school he went and later to the local academy. At 
twenty-one he became a teacher at $13 a month. Soon dissatisfied with his meager 
attainments he entered the Bridgewater State Normal School; this was in March, 
1851. The course was brief, but he was, mature enough to make the most of it. The 
rigid methods and sterling character of Nicholas Tillinghast exactly fitted into his 
half-conscious scheme of life. There he also found Richard Edwards, that ardent 
enthusiast, with a prophet's zeal for- popular education, who was acting as assistant 
to the principal. They were to meet again in the new west eleven years later. These 
influences wrought mightily upon this earnest poet-Puritan, with his surface play 
of wit and anecdote, and with a background colored with a disposition toward a 
tender melancholy. 

After completing the course he was engaged as assistant at the high school, in 
Pittsfield, Massachusetts, but was recalled to Bridgewater the succeeding year, 
where he remained four j^ears, intensifying, in its congenial atmosphere, the well- 
defined features of his marked individualit}'. A more liberal salary then took him 
to a Worcester grammar school ; but he was soon to have a wider field for the exercise 
of his rare talents. Charles E. Hovey, the principal of the Normal Universit}^ in 
Illinois, tendered him a place in the faculty of that institution, and there he went 
in October, 1858, and was installed as teacher of geography and history — a position 
which he continued to hold until his elevation to the position of acting president in 
Januar}^ 1876. He was made president the following June and served in that capac- 
ity for the succeeding fourteen years." 

He was not a commanding figure phvsically, usually weighing but one htmdred 
and twenty pounds. Although his figure was slight it was symmetrical and was 
always suggestive of great intellectual alertness and vigor. He was of the nervous, 
highly energetic temperament. He possessed great industry and an ox-like patience 
for the working out of details. He well understood his physical limitations, how- 
ever, and balked with a most interesting obstinacy when he felt he was approaching 
them. But his energy so happily combined with his industry that he cjuite invariably 
carried his plans to a triumphant success whatever may have been the opposition 
that he encountered. 

As a teacher he is thoroughly individualized and most clearly defined by the 
thousands of people who came tmder his instruction. He had no neutral tints. 
There was nothing vague or rincertain about him or his methods. There was the 
most transparent intellectual honesty. He was on the hunt for truth. No one 
drew the line more sharply between what he held tentatively and what he regarded 
as settled. There is no better characterization of his intellectual quality than to 
designate him as "the man who defines." He loved a fine sincerity of speech and 
sought the rugged Saxon, so free from subtle equivocation and so familiar to the 
common mind. He would pare his sentences until the}^ were like a row of bayonets, 
and exhibited a delight with every added elimination that stripped away any lurking 
ambiguity. He wanted the words that bear their meaning on their faces and dis- 
dainfully discarded the ostentatious poh'syllable for the terseness of monosyllabic 
speech wherever it was possible. 

Naturally he was utterh^ intolerant of anything that smacked of pretense on the 



218 THE EDUCATIONAL HISTORY OF ILLINOIS 

part of the pupil. Nothing else so excited his hot indignation. For the dull but 
faithful he had boundless patience. For the sharper and the pretender his keen 
arrows were dipped in gall. It was this quality that explained the rigor of his reci- 
tations. His thoroughness was a household word. His pupils always held them- 
selves higher in their personal regard after completing his work. 

Mr. Hewett never made the slightest attempt to win popularity. That he was 
not indifferent to praise was an indication of his kinship with all sane men, but he 
simply lost sight of all such considerations when he was on the trail of truth. He 
had no favorites and held all equally responsible for intellectual and moral results. 
And he was never effusive in his praise. He who won more than quiet approval 
was rarely fortunate. "He knows what he is about" was an expression of quite 
extreme commendation. He understood the great force of understatement. In 
consequence of these qualities his influence as a classroom teacher was most inspiring. 

He came to the acting presidency of the Normal School in January, 1876, upon 
the retirement of President Edwards. His crowning merit was the freedom that he 
permitted to his subordinates. While he was not then in very warm sympathy with 
the object method of physical science — declaring that the imagination could furnish 
its own experiments — he was an easy convert later and gave cordial support to 
the innovations. While he was very uncompromising where his mind had settled 
upon convictions, his conclusions were for himself; he never imposed them upon 
another. He was indisposed to change, for there was a strong element of conserva- 
tism in his nature; but the door of opportunity was open to his subordinates, and he 
was not slow to recognize whatever of good came out of the excursions which they 
chose to make into the field of experiment. Colonel Parker was fond of saying that 
one shotild never do a thing twice in the same way, while Dr. Hewett was rather 
disposed to seek for finalities in method, something upon which one could really 
rest and with which he could quench his wanderlust. 

I have said that he was not averse to praise, but that he never sought it. More 
should be said of this phase of his character. He was always ready to part company 
with the world and walk uncomplainingly alone, rather than to swerve in the slightest 
degree from what he considered the clear leadings of truth and duty. The iron of 
the Puritan was in his blood. He would not go with the crowd unless convinced 
that the crowd was right. He was never swept away by any sudden enthusiasms. 
He held his balance with the closest reserve even against his dearest friends. He 
invariably considered before he assented. He belonged to the group that can never 
be accounted "with us," until we have stated our case and it has commended itself 
to their sober iudgment. 

He never wore his heart upon his sleeve, yet he was thoroughly sympathetic and 
approachable, for he was one of the simplest of men. His years on the shoemaker's 
bench had joined him to the working people. There was no student so humble but 
found ready access to his heart. His test of merit was substantial worth and he held 
all other distinctions as matters of supreme indifference. His mind centered upon 
considerations of ultimate value, of fundamental and abiding consequence, and for 
them he looked when estimating the real value of men and women. He was a trifle 
slow in making friends, but he rarely lost one. It is really strange that he was so 



THE EDUCATIONAL HISTORY OF ILLINOIS 219 

tenderly loved by so many and he so little given to expressions of affection. After 
his death, Aaron Gove, so long the superintendent of the public schools of Denver, 
said: " He was at first one of the idols of my young manhood; as years passed and 
we were heart to heart, I loved him. Integrity, watchfulness, devotion to friends, 
independence in analysis, a sweet confidant and an absolutely upright man, I count 
his going as a personal loss. The vacancy can never be filled either for me or for 
the world in which he lived." The gifted ex-President Sewall, of the University 
of Colorado, wrote, "He was, taking him all in all, what the world mosts needs 
to-day, and what the world mourns when such a one is gone — a man, a nobleman. 
This too brief statement I do not count as a crown to wreathe his brow. His life- 
work wrought and placed the crown. I humbly, reverently lay this tribute at his 
feet." Dr. Boy den, who was a teacher at Bridgewater when Mr. Hewett entered 
the school, said of him, " In those early years he gave full assurance of the richness 
and fullness of his subsequent life. He has been a great blessing to many lives; 
he has wrought a great work; his life is a great legacy; he leaves a fragrant memory 
that shall not perish." These tributes could be multiplied from the words of many 
others. 

Socially he was a rare companion. He loved a good story, was a consummate 
wit, excelled at repartee, and was able to hold his own with the best in heightening 
the merriment of an occasion. Yet, withal, he was a lover of solitude. The little 
stud}^ at the head of the stairs, barely large enough for his choicest books, his table, 
his chair and his quite diminutive self, was his favorite resort. There I often found 
him as I entered, an unannounced visitor. There he read and rested, and it was 
also his " growlery " when the wind was east. Withal, he had a poetic temperament, 
and there, like a bird in a leafy covert, that sings for the dear delight of singing and 
has no care for a listening ear, he uttered the burden of his deeper thought in an 
occasional poem which invariably had for its theme the profounder problems of life 
and destiny. 

His rigorous sense of duty and his natural inclinations led him to give much of 
his time and means to religious work. He was a remarkable teacher of the Bible 
and was usually engaged in the work of the Sunday-school. Indeed, religious 
contemplation and religious service were especially congenial employments. His 
poetic gift was exercised in the composition of several h}^mns, two of which were 
sung at his funeral. 

As a writer he is known through two books on edtication, a treatise on elementary 
pedagogy and another on the simpler phases of psychology. He was associated 
with Mr. Gove, and, later, with the author of this sketch, in the editorship of the 
Illinois Schoolmaster. He was also associated with the editorship of School and Home 
Education. He prepared a series of text-books on arithmetic that was published by 
Rand, McNally & Co. He was for many years prominent in Illinois as a lecturer 
and institute worker. 

In August, 1857, he was married to Angelina N. Benton, of Sublette, lUinois. 
They had two children, Mrs. R. R. Reeder, the wife of the widely known superin- 
tendent of the New York Orphanage, at Hastings-on-Hudson, and a son who died 
in infancv. Mrs. Hewett died in 1895. In 1898 Dr. Hewett was married to Mrs. 



220 THE EDUCATIONAL HISTORY OF ILLINOIS 

Helen Paisley, who sur\-i\-ed him. He died on March 1, 1905. He received the 
degi-ees of A. 'M. and LL. D., the latter from Shurtleff College. The writer was 
associated most intimateh' with him more than forty years as pupil, fellow teacher, 
business associate and friend, and realizes the incompleteness of so brief a sketch. 

But this is a history of education rather than a collection of fond biographies 
in which friendship endea^•ors to pay its debt of lo^•e and gratitude. "\^niat was the 
contribution of Dr. Hewett to the educational movements of his time ? 

He was the teacher of a large number of teachers — many thousands. To them 
he ga^•e withoiit exception such an impulsion to thoroughness as marked the character 
of their \\-ork wherever the>" \\-ent. It was enough of itself to modify the teaching 
in great ninnbers of public schools and it was passed on from school to school and 
from generations of teachers to other generations. And it is more potent to-day, 
more than a score of years after he laid aside the garb of the teacher, than ever 
before. He who is able to recognize it by a familiarity with its characteristic qualities 
has no difficulty in \-erifying that statement. It marches on, like "John Brown's 
soul." 

He contributed a methoci to the treatment of subjects in general, that was the 
direct outcome of his conception of the teaching art and that was revolutionar}' 
lift}' }-ears ago. He was a master of a teaching technic, of the art of approach and 
attack, of qviestion and stimulation, that wei'e the objective side of a pedagogy that 
has been ^■sTitten mthin late years. 

Especially he is to be credited with the introduction into the schools of Illinois 
of a method of treating geogi-aph>-. ^'\^len he began his work at Normal the subject 
was without form and void in the minds of teachers in general. He was the father 
of the "tracing lesson," so far as its parentage is knoA^^^. While it has been super- 
seded it was the beginning of an organic method of dealing with the subject. He 
introduced into the schools of Illinois a method of map-dra^^'ing which was the 
forerimner of all later methods and which lifted the school subject to a plane pre- 
viously tuisuspected. 

He was also a pioneer in rational method in the teaching of history, and that, 
in its turn, went from the Normal Schoc~>l as a radiating center. But the "general" 
method that he illustrated and that is now treated with a clearness which he had 
not formulated was his largest contribution after tlie fact of his stimulating person- 
ality. 

Dr. Hewett was for many years the treasurer of the National Education Associa- 
tion and could have been its presitient had he cared for the honor. 

Thomas I\Ietcalf. 

Thomas Metcalf was born in West Wrentham, IMassachusetts, on the 19th of 
June, 1825. He became a teacher at sixteen and retired at sixt}"-nine, having tatxght 
a half century meanwhile. As has been said, he was another of the Bridgewater 
group who came to Illinois in the late fifties and earh' sixties and introdiiced new 
educational ideas and advanced methods of V\-ork that were regenerating in their 
influence. 

In 1857 he went to St. Louis as a teacher in the city high school. The last five 



THE EDUCATIONAL HISTORY OF ILLINOIS 221 

months of his service there he was the principal of the combined high school and 
city Normal school. In 1862 he accepted a call to the Normal school, at Normal, 
and there remained until June, 1894. 

He began his woi'k at Normal as a teacher of mathematics. He was then thirty- 
six years old. The clear-cut, scholarly face, the spare, trim figure, the exquisite 
neatness of his dress, the precise accuracy of his speech, the extreme earnestness of 
his manner and the exacting requirements of his class work made a most profound 
impression upon the school. Who that ever sat under his instruction can ever forget 
the enthusiastic delight with which he dug out the mathematical "nuggets," as he 
called them, or the appreciative approval with which he greeted the faintest spark of 
originality ! How scrupulously tidy he was in all of his manipulations and how snug 
and accurate in all of his thinking. He was so faultless and delicate in his manner, 
so elegant and chaste in his diction, and, withal, so sympathetic with the crudeness 
and lack of culture of his pupils, that he was singularly potent in changing their 
lives. 

The demands that he made upon his classes were extremely exacting, but they 
were no more so than those that he made upon himself. Personal worth was the 
uncompromising standard with which he measvired every one and he constantly 
applied it to himself. The habit of self-scrutiny was a primal impulse with him. 
But there was nothing morbid about it ; it was natural and thoroughly healthful. 

Herbart set up character-building as the true aim of the school. Mr. Metcalf 
never thought of the school in any other way. He loved the knowledges ; the purely 
intellectual phases of any subject intensely attracted him; but they seemed partial 
and incomplete if they lacked an ethical content or did not stimulate directly to 
fine living. The formula? of mathematics found in him a peculiarly hospitable 
friend because of their definiteness, and mainl}' because of the training in sharp 
discrimination between the false and the true which their disciplines afforded. The 
multiplication table was to him far more than a calculus ; it expressed the unvar^dng 
universality of law as opposed to the shifting compromises of expediency. It was 
often remarked that his arithmetic classes had a richer ethical outcome than many of 
the specific lessons on morality or religion. But there was not the slightest suggestion 
of disease in his introspective habit. It was the very opposite of an affected self- 
abasement. He was fundamentally cheery and sunny. He loved the light and had, 
withal, a fine vein of mirthfulness. He was not lacking in jest and it was always 
delicate and sweet. On several occasions, in the conversation incident to a close 
companionship, he deplored a certain scholasticism of manner which, he fancied, 
shut him away somewhat from the trustfulness of the young. But he thereby did 
himself injustice. The children who knew him turned to him with instinctive 
trustfulness, especially in his later years. 

His self-examination resulted in a character of remarkable harmony and balance. 
He was self-poised to a degree that is rarely surpassed. He stood distinctively and 
characteristicahy for kindness, for Christian charit}^ — for more, for sympathy and 
love. No other poet touchied him as did the saintly Whittier, and no utterance of 
that sweet singer was so frequently on his lips as " The Eternal Goodness." It was 
the severer side of the theology of New England that drove him to the companion- 



222 THE EDUCATIONAL HISTORY OF ILLINOIS 

ship of iho Univorsalisls. llo oouUl not ihiuk thai God would bo oilior ihaii tondor 
and loxing to c\'on the most \va\\vard o( his children. He often said, " Thov ean not 
escape his lo\e. At some time the\' will all return to the Fathei'S house." 

He would ha\e been a teacher where\er his lot mii^'ht have been east, for his life 
was a perpetual sermon on the Beatitudes. When he turned to the schoolroont 
it wa.s a specific coiisecration. Dr. Hdwards had no ordinary insight when he called 
him to his side in the days of struggle and discoin\igement in the earh' years of the 
Normal School. And his choice was not less felicitous when he made him, after 
sex'cral years of service in the dep;u-tment of matheniatics, the lirsl critic teacher 
in the histox'v of the institmion. It was in this position that he retiu-ncd to the 
com[XHiionship of childhood. How patieiUly and faithl'ully he guarded them and 
how symiiathetically and tolerantlx he dealt with the igniorance and inexperience 
of the hmidreds of pupil teachers under his charge there is no room to relate. It 
must siifhce to say that the man and his duties met in the happiest harnionw \A'here 
covild such a soul find so suitable a center from which to touch the world i" In countless 
sehoolhouses in croAvded cities arid scattered hamlets and in the silences of obsciu-e 
districts, that sei"ene ministry has been multiplied b\- the benefactions to little chil- 
dren which those w"ho went oiu ii\ his spirit liaA'c wrought. How often the memory 
of his gi'acious forbearance has shamed impatient \'oices into silencel How often 
the recollection of his tireless toil has renewed the flagging zeal of weary teachers! 
How often the ekx]uenee of his life has rebnked the low ideals of the leaders of the 
>-oi.mg and reenforced a faduig faith in the supreme nobility of the teacher's calling! 

Professor Metcalf was an active member of the Unitarian church in Bloomington 
dm-ing the whole of his residence in Normal. His financial contributions were out 
of all proper ratio to his financial resonrees, as such things are commonh" estimated. 
But best of all, he gave himself in lai-ge and imstinted measm-e. For more than 
twenty year's he was the most signiifieant feature of the Sunday-school. It did not 
matter so much to him who did not come; he \\as alwa\-s thei'e with the sunshine 
in his face. From those far-away days of ci\nl strife, when the poet-preacher, Charles 
G, Ames, thrilled his people as they gathered in one of the city halls, the pxistors 
who ministei'cd to that company of woi-shipers were siu'c of one constant and 
s\-mpathetic listener. His quick and sensitive face miiTored e\-er\- inspiring thought. 
The singer needed birt to tirrn to him to get his sure reward of apprcciation. Those 
who wei'e accustomed to sit near him can never forget the subtle interchange of 
appro\"ing smiles when the thought came rich from the pulpit, when the organ 
harmonies swept us all away on the waves of great symphonies, or when the vibrating 
melodies of the singei"s touched the deep places of oiu- li\es. 

He resigned his position in the Normal School in June, 1S94. It was a sad day 
for his friends of the faculty and for the student body. The president closed his 
baccalauivate address as follows: "There will go with \ou on Thursda>- next one 
whose name will not appear on \om- class list, nor will he receive from official hands 
a formal statement, inscribed on perishable parchment, that his work in tliis insti- 
tution is at last completed. You go forth to sow while he will sit among his sheaves, 
^lore than a half century has passed, laden with his gi-acious toil, since he riret 
donned the modest garb of the teacher. Would you seek an inspiration for the 



THE EDUCATIONAL HISTORY OF ILLINOIS 22;j 

work that awaits )'ou, read the record of liis life. There is no i)age that is not writ 
±\ill of self-sacrificing devotion to his kind. Has it i)ai(l? Ask him. Covild the 
acckamations of the noisy multitudes, the tinsel of wealth, the passing glory of 
political preferment, fill him with a tithe of the happy content that he carries to his 
well-eamed rest? There can be no sea nor shore where our grateful love will not 
follow him. May Heaven's benedictions fall n])()n him and may the afternoon of 
his beautiful life linger long and lovingly to the evening." 

There was little thought that but a few months of life were left to him. He 
knew it all too well, for he had for some time been suffering with a fatal malady. 
With his customary regard for the feelings he had ke])t it from his friends, barely 
mentioning it in a slighting way to his sons. 

There was no shadow in impending death to cloud the sunshine of his life. While 
he remained in Normal his room was filled with the fragrance of beautiful flowers 
, from his loving friends. With his customary patience and fortitude he awaited the 
inevitable end. By his side in those days of afflicticjn stood a kindred spirit of the 
same heroic mold. She hid her anguish in her heart and su]oplemented his fading 
strength with the ministry of her undaunted courage. Near the close of the year 
he went to Chicago where he could have the companionship of Ijis two sons. It 
was there that he died on the first day of January, 1895. 

Rev. Jenkin Lloyd Jones said of him, "I venture the opinion that in the State 
of Illinois no man was more deeply, beautifully, widely loved." 

Dr. Edwards, who knew him so intimately for more than forty years, said, " Who 
can calculate the amount of spiritual and moral energy that he imparted to the 
•thousands of students who have been molded by his hand in the Normal University 
and to hundreds of others whom he had previously led?" 

"He had learned the lesson which the world is slow to accept, that the heart is 
more powerful for good than the head or the hands." — Edwin C. Hewett. 

" I always felt that life to him was a sacred trust." — M. L. Seymour. 

"He seemed to live nearer and follow closer the 'Great Master' than any man 
I ever knew. " — Henry McCormick. 

" He set the world an example in gentleness, neatness, industry, purity of thought 
and word and deed, and nobility of purpose." — D. C. Smith. 

" His was an exact mind, tempered, sweetened, and made lovable by gracious 
charity." — Charles DeGarmo. 

"His was the gentlest and the sweetest character that I have ever known." — 
Sarah C. Brooks. 

His contribution to education was a most remarkable accuracy in speech, in 
scholarship, in life. He was especially interested in purity of pronunciation, and 
pviblished a small volume of great value, called 'Dictionary Work.' A second 
edition was prepared jointly with Dr. DeGarmo. It is not an exaggeration to say 
that one could recognize one of his pttpils by his conscientiousness in the use of the 
vernacular. He marked his pupils, but it was for their good and for the good of 
their pupils. He was fitly christened " Saint Thomas " by an admiring friend, and 
thus he will be remembered. — J. W. C. 



224 THE EDUCATIONAL HISTORY OF ILLINOIS 

Henry McCormick. 

He was bom in County Mayo, Ireland, in 1837. The first sixteen years of his 
life were spent in his native country. He has a store of interesting reminiscences 
connected with his life on the "Emerald Isle," all of which heighten his regard for 
the country of his adoption. Indeed, he permits no one to surpass him in his admira- 
tion for American institutions. In 1853 he removed to America. He spent two 
years in Ohio and one in West Virginia and then went to Wisconsin. He worked 
on a farm in the summers and went to school in the winters, until the year 1859-60, 
when he taught his first school. For his services he received $16 a month and was 
passed around the community as a boarder. He had the unusual distinction of 
teaching in two States at the same time, as his schoolhouse was on the Illinois- 
Wisconsin line. This necessitated a double examination, as two certificates were 
necessary. He was promoted the second j'ear and received $23 a month, with the 
further privilege of teaching in a good schoolhouse. He continued to teach in this 
school a part of each year until he entered the Normal University, in 1865. He 
was then a mamed man and a householder. Tradition has it that his good wife 
was mainly responsible for the latter move. 

He was mature and earnest, and at once took an excellent rank in the school 
and in the community. He graduated in 1868 and was at once appointed principal 
of the public schools of Normal. A year later he was elected to a professorship in 
the Normal School, and there he has remained until this writing, serving also as 
vice-president for many years. His duties were at first in two or three departments, 
but upon the election of Professor Hewett to the presidency he succeeded to the chair 
of geography and history. A few }'ears ago the work of his department was divided 
and he has since confined himself to history and civics. In 1882 he passed the 
examination for the degree of Ph. D., which was conferred upon him by the Illinois 
Wesleyan University. 

It is not easy for one who has had a full opportunity to test Dr. McCormick's loy- 
alty and abilit}^ to moderate his phrases to conventional terms. To each of the 
presidents with whom he has served he has been a source of unmixed satisfaction. 
He is a t^^pical representative of the "old" Normal University spirit, reflecting in 
his character and services the qualit}" that gave the institution a peculiar person- 
ality. Untiring devotion and simple-hearted sincerity have marked his years of 
service. They are written in the hearts of those whom he has taught and as indelibly 
in the hearts of those who have taught with him. 

The characteristic qualities of Dr. McCormick's teaching are widely known. It 
is probable that he has met a larger number of the teachers of Illinois in institute 
work, work that extended over from one to four weeks, than any other man. This 
has given him an influence outside of the Normal University that is exceptional. 
A large element in his method is his interesting personality. He has limitless patience. 
A thread of pleasing humor runs through all of his work — an inherited racial char- 
acteristic. He is able to win the confidence of the shyest country school-teacher, 
and have her surprising herself with her boldness and freedom before the close of 
the second dav of the institute. 



THE EDUCATIONAL HISTORY OF ILLINOIS 225 

The subjects of his departments make large demands upon the imaging activities 
of the pupils, if they are well taught. Recognizing this truth, his teaching abounds 
in a most delightful concreteness. He has a large faith in graphic representation 
and has always made the largest use of an appeal to the senses. His pupils may 
be recognized by the freedom with which they use the crayon. " Step to the board 
and throw on a sketch promptly" has become a current command in hundreds of 
schools. 

In his work in history he makes much of the common life of the common people, 
and dwells with especial fondness upon usages that have become obsolete and that 
are neglected by the ordinary historian. Upon this background of early life he 
builds the historical consciousness, and thus prepares the way for an appreciation 
of the complexities of modern social life. 

With no attempt at a critical discrimination as to which of his lines of work has 
been most valuable it is probable that his treatment of the subject of physical 
geography has been as stimulating as anything that he has done. He was greatly 
influenced by Arnold Guyot. "The Earth and Man" expresses in epigram Dr. 
McCormick's idea. The earth as the home of man is the conception that has domi- 
nated his treatment of geography. 

Implicit in what has been said is the recognition of the immense industry of this 
tireless man. Not content with the duties of his own department — enough and 
more than enough for one — he is always on the search for an opportunity to advance 
the interests of the institution with which he has been connected for a lifetime. 

Four sons and a daughter were born to Dr. and Mrs. McCormick. The daughter 
is the wife of 0. R. Trowbridge, a retired lawyer, two of the sons are physicians, 
one a dentist, and the fourth is professor of mechanical engineering and superintendent 
of shops at the State Agricultural College, Manhattan, Kansas. Mrs. McCormick 
died on December 6, 1905. She was in all ways a helpmeet to her honored hus- 
band.— J. W. C. 

BUEL P. COLTON. 

Buel Preston Colton succeeded Minor L. Seymour as head of the department' 
of biology in the Normal School, in 1888. He was born in Bureau county, Illinois, 
on March 23, 1852. He came of good Puritan stock, men and women with Puritan 
ideas and habits. His father was a close friend of Owen Lovejoy and was interested 
in the method of fighting slavery that gave such historical prominence to those 
fearless brothers. 

His early life was spent on a farm and it was there that he contracted that love 
of nature that was one of his marked characteristics. He was one of Henry L. 
Boltwood's graduates at the Princeton Township High School, spent a 3^ear there 
in postgraduate work, went to Knox College for a year and finished his course at 
Amherst College in two additional years. 

He began his teaching work at Princeton with Mr. Boltwood, in 1874. From 
1875 to 1878 he taught in Bureau county, in Keokuk and Decatur. In the latter 
year he returned to Princeton High School, where he remained for three years. 
Meanwhile he had been caught up by the scientific developments of these fruitful 
years in which the great leaders of thought were winning their deathless renown. He 

15 



220 THE EDUCATIONAL HISTORY OF ILLINOIS 

resigned his platx^ in 1S7S and wont to Johns Mopkins University, spending his stutitnor 
vacations in scientific excin^sions. In 1883 ho became teacher of science in the Ottawa 
ToNvnship High School, whei'e he remained for five >-ears. 

Pi\->fessor Col tori \Yn">te two well-knowTi books on his specialties. Thoy are so 
genei'alh' used that any comment npon them is imnecess;n-\- here. Of his work 
as a teacher Pi^esident Felmley contributes the following: " In his teaching Mr. 
Colton carried out better than any one else I have knowTi Pi-esident Elliott s doctrine 
that to observe cax-efxilly and record faithfully ai'e vital preliminaries to accurate 
comparison and geiiei^alixation. He possessed rare skill in directing and questioti- 
ing. The note-books and dra\\nngs made by his students wex'e models of their kind. 
He was \or\- apt in illustrations; his laboraton- abounds in original devices. He was 
ordcjiy and systematic in an iinusual degree." 

Mr. Colton said moi\> than once that he did not consider his calling to bo that of 
original i-eseaivh; it was rather to extend scietitific knowledge to the masses of the 
people. As a teacher of teachei-s he had the opportmiity that he sought. He impati- 
ently bntshed aside anything that interfered ^\^th the promotion of this life pm-pose. 

Failing health admonislied him to seek rest arid medical ad\ice. For this end 
he went to Battle Creek. Michigan, ay here ho died iti September, 1906. — [Condensed 
fiT»m a sketch by M. J. Holmes.] 

The teachers' roster from 1857 to 101*7 contains one hundred and eighty-two 
names. Mjmy have been added since that time. Besides those mentioned in this 
sketch ai\^ the names of a considerable number Avho are widely knowTi. Here are 
a few of them: Lyman B. Kellog-g. the fii-st pi-esident of the Kansas State Normal 
School; Aaron Gove, for thirty years at the head of the public schools of Denver; 
Thomas J. BiuTill, the eminent scientist, of the University of Illinois: John W, 
Powell, the well-.kriown explorer; Stephen A. Forbes. State Entomologist and long 
Pivfessor of Entomology at the University of Illinois: Mrs. Martha D. L. Ha^^lie, 
for twenty years a teacher in the institution: Charles DeGarmo, Director of the 
Department of Education. Cornell University ; Ruth Morris Kerse>-, the well-lalo^\^l 
teacher and lectiuvr; O. L. Manchester, who began work in the school in 1891 and 
is now Dean; Charles A. McMuny. the eminent teacher and author, now at the 
Northern Illinois State Normal School; Frank ^I. IMcMuny, Professor in Teachers 
College. New York; John A. H. Keith, now Pi-esident of the Oshkosh Normal School, 
Dr. C. C. \':;n Liow, and others, the emtmeration of whom would fill other pages. 

David Felmley. 

The present president of the institxition came to the school iri 1890 as siiccossor 
to John W. Cook, in charge of the department of mathematics, who had been pro- 
moted to the presidency. He was elected to his prosent position in July, 1900. He 
fitted for college at Blackbuni Univei-sity and gixiduated from the University of 
Michig-an with marked distinction in 1881. He has been a teacher of a country 
school, was a teacher in the Can-oUton High School for two years, was superiTitendent 
of the schools of Canvllton for eight yeai's and has been engagrcd as indicated above 
since he left Canvllton. hi 1905 ho txxxnvod the degree of LL. D. from the Univer- 
sitv of Illinois. 



THE EDUCATIONAL HISTORY OF ILLINOIS 227 

Dr. Felmley is a man of remarkable ability as a scholar, a teacher and an admin- 
istrator. He has executive abilities of the highest order and under his management 
the school has made most notable advance. A greater career awaits it as he works 
out his splendid purposes. 

The Model Department of the Normal University. 

The management of the Normal School realized at the first the importance of 
a department in which there should be exhibited the highest available skill in the 
instruction and management of children. The first thought was that such a 
department should be a model to be followed rather than a school of practice. In 
consequence it was called a Model School. 

When Mr. Hovey was teaching in Peoria he became acquainted with Mary 
Brooks, a woman with remarkable powers as a teacher. He called her to Blooming- 
ton to take charge of the "model" school and she began her work there in the fall 
of 1857. Of her he wrote: "She was of usual height, of rather large frame, a little 
gaunt or poor in flesh, with a head to delight an artist and with a face so sincere 
and winning as to greatly impress, I will not say to fascinate, the beholder. Chil- 
dren loved her at sight and the love was returned. It was genuine, and I think 
quite involuntary on both sides. She had or seemed to have an intuitive knowledge 
of a child's mind at different stages of development and a genius for inventing methods 
to promote its growth. I call this power intuition, genius, but I do not mean that 
it came to her without effort. She was a hard student of books and of nature. I 
shall not soon forget how Mary and her little friends got on together in their cramped 
and unsuitable room under a corner of Major's Hall, nor how the most learned man 
of the Board, Dr. Bunsen, a student of the great Pestalozzi, used to sit for hours, 
sometimes whole days, watching Mary's work, as pleased as any of the children, and 
apparently unconscious of the lapse of time." 

After the removal of the school to Normal the little school grew at the top and 
in the course of time developed all of the departments of an elementary and secondary 
school. The village grew rapidly and the children were cared for by the Normal 
School. In 1868 the numbers had so increased as to make separate schools advis- 
able, so the local schools were established and the training or model school relied 
upon its attractiveness for pupils. 

The high school meanwhile had become a notable institution. Fitting schools 
were by no means numerous and this one soon made for itself a fine reputation. 
Among its early principals were J. G. Howell, the school's first offering to the nation — 
he fell at Donelson — and J. H. Burnham. In 1862 C. F. Childs came from St. 
Louis to become its principal. He was followed the succeeding year by W. L. 
Pillsbury, for eight years the assistant state superintendent of public instruction 
and later, for a much longer period, the registrar of the University of Illinois. After 
seven years of service he was succeeded by Mary Horton, a most capable and accom- 
plished woman. She remained but one }-ear. Realizing the importance of the school 
the Board called to its head E. W. Coy, of Peoria. He remained two years and 
was called awa}' by the city of Cincinnati to take charge of the Hughes High School, 
and there he remains to this day after a service of thirty-eight years. L. L. Bur- 



22S THE EDUCATIONAL HISTORY OF ILLINOIS 

rington ser\'ed for the succeeding five years and then ■\^•ent to Dean Academy, Massa- 
chusetts, where he spent the rest of his Hfe. E. J. James was his successor and 
held the position for three }-ears, leaving to return to his German Uni^'ersity studies 
and to begin a }'ear later his notable work in the Uni\-ersit}- of Pennsylvania and 
later still to become famous as a University president. H. J. Barton, for twenty- 
one years professor of Latin at the University of Illinois, and O. L. Manchester, for 
an equal period a member of the faculty of the Illinois State Normal University, 
complete the list with a single exception. 

Meanwhile there were other teachers connected with the school. The list is too 
long for these pages, but the name of Mrs. Martha D. L. Haynie should not be 
omitted. She was connected with the Normal School for twenty years, ten of them 
being with the high school. She is remembered with the warmest affection b}' her 
pupils in both departments. 

In 1895, Governor Altgeld believed that the department had outlived its useful- 
ness and that the institution would be better ^^■ithout it. In consequence the board 
ordered its discontinuance. Some thirteen years later it virtually reappeared under 
the form of an academy, really necessitated by the provisions of what is kno^Aii as 
the "Lindly Law." 

While the high-school department was developing its independence, the grammar 
departmeiit was having a similar experience. L. B. Kellogg, the first principal of 
the Kansas State Normal School, was its first principal. John W. Cook began his 
first official connection with the faculty in that capacity. Subsequently, Hon. 
Joseph Carter and President B. W. Baker served in a similar capacity, as did Dr. 
Charles DeGarmo, wideh- kno^^^■l as the Dean of the Department of Pedagogy- at 
Cornell and as a writer on education. R. R. Reeder, the eminent superintendent 
of the New York Oi*phanage, at Hastings-on-the-Hudson, also served an apprentice- 
ship in the same position, as did President John A. H. Keith, of the Oshkosh State 
Normal School, Professor John W. Hall, of the L^niversity of Cincinnati, and Pro- 
fessor S. F. Parson, of the Northern Illinois State Normal School. And there are 
others that space limitations exclude from the record. Not to be outdone the 
primary department of the Model School enjoyed no little repute because of the 
distinguished teachers that served as its principals. 

SouTHERX Illinois State Normal L^xiversity. 

If apology be needed for the space that has been allowed for an account of the 
founding and de^■elopment of the Illinois State Normal L^ni^-ersity it must be found 
in the significance of the adoption b}- a commonwealth of the principle of the pro- 
fessional preparation of teachers by the State. It is a long story and has been con- 
densed as much as seemed practicable. The succeeding Normal schools ma}" be 
treated more briefl}-. for when the tnith of the contention of the Normal school 
men was once admitted the other schools were sure to follow, soon or late, as a 
matter of course. That Southern Illinois should have a similar institution ^^•as 
admitted by the friends of the first school, and they became not alone passive friends 
of svich an enteiprise but active propagandists. The following account is deri\-ed 
from the reports of the superintendents of public instntction and from the publica- 



THE EDUCATIONAL HISTORY OF ILLINOIS 229 

tions of the school. The following, from the Tenth Biennial Report, is doubtless 
accurate : 

Historical Sketch. 

The movements which directly led to the act of the legislature incorporating 
the Southern Illinois Normal University may be said to have begun in the spring 
of 1868. At a teachers' institute held in the city of Salem, Marion county, a circular 
was drawn up and signed by some fifty prominent teachers and citizens, calling a 
convention of the teachers and friends of education in Southern Illinois, to meet in 
Centralia early in September of that year, to consider the educational wants of that 
portion of the State. In the idea of that call, a Normal school for Southern Illinois 
was prominent. A few days afterwards another circular was issued from Carbon- 
dale without apparent knowledge of the one emanating from Salem. This latter, 
which was also numerously signed, called a convention to meet at Carbondale the 
last of May or the first of June, 1868. Here are the tangible beginnings of the 
Southern Illinois Teachers' Association, the companion of the Illinois Teachers' 
Association, then a few years old. 

The Carbondale convention was held on the 24th of June. A brief account of 
its doings may be found in the Seventh Biennial Report. The meeting occurred 
on the same day as that of the Board of Education of the State, hence the Superin- 
tendent of Public Instruction, who is the secretary of that body, was unable to be 
present. The report which he presents is from published accounts of the meeting. 
The credit of projecting the convention, of securing its successful organization and 
awakening its zealous spirit, is largely due to the untiring energy of President Clark 
Braden, of Southern Illinois College, located at Carbondale. 

One of the questions discussed was, " The Necessity of a State Normal School 
for Southern Illinois." Among the eminent teachers in the convention were Presi- 
dent Robert Allj'n, of McKendree College; Professor Stan dish, of Lombard Uni- 
versity; President Braden, of Southern Illinois College. The advocacy of a State 
Normal School for Southern Illinois was general, and the following resolution was 
unanimously adopted: 

Believing that the time has fully come when the educational interests of Illinois demand more 
than one Normal school, and that the people of Southern Illinois are ready to sustain an institution 
of this kind, either as an auxiliary school to our present university, or entirely independent of it, 
we earnestly solicit the cooperation of all educational men in the State to secure this result; therefore. 

Resolved, That it is the earnest prayer of this convention that the county superintendents of the 
State, especially of Southern Illinois, .unite in such measures as will secure an act from our next legis- 
lature establishing a Normal school in Southern Illinois, at least equal to our present Normal Uni- 
versity in all of its advantages. . 

The Carbondale meeting was very spirited, awakening great interest in Normal 
education throughout the whole region represented in it. At least a thousand 
persons were present, and through them nearly all of the counties in the southern 
half of the State were more or less aroused. Under the instruction of the convention, 
a committee was appointed to be present at the convention to be held at Centralia, 
September 1, and ask that body to cooperate with it in forming a Southern Associa- 



Li:^0 THE EDUCATIONAL HISTORY OF ILLINOIS 

tion. The two bodies were thus united in a eommou pui-pose and would act in con- 
cert on the Xormal-school question. 

The Centralia convention was called aftei' an extended coiTespondence on the 
subject by move than two hundred teachers of Southern Illinois. The call was 
m-itten by Dr. Robert Allyn. It asked "W. H. \'. Raymond, of Alton, S. M. Dickey, 
of Charleston. J. C. Scott, of Olney, T. i\I. Nichols, of Sparta, and E. P. Burlingham. 
of Cairo, to act as an executive committee to prepare a program of exercises and 
arrange the business to be done. Dr. Alh'n and B. G. Roots Avere likewise especialh' 
actiA"e in bringing the fact of the con\-ention and a laaowledge of its objects before 
the people of all districts of Southeni Illinois. The result of the efforts of these 
gentlemen was the gathering of a body of educational people, hardly surpassed 
either in numbers or spirit b>" the meetings of the State Association itself. The 
addresses were delivered by Dr. Allyn, Dr. Gregory, Dr. Read, President Edwards. 
Professor Sanborn Tenne}-, the Superintendent of Public Institiction, and others. 
The names are a guarant>' of a broad and fearless discussion of pending educational 
questions. Dr. Robert Alhii had his heart set on a Southeni Illinois Nonnal School, 
and he was a forcible pleader. Dr. Gregory was a host in himself. Illinois neA"er 
had a better speaker on educational subjects. The Dr. Read mentioned is assumed 
to be President Read, of Shtirtleff, and he was also a highly capable speaker. Presi- 
dent Edwards knew more of Nonnal schools than any of them and believed thoroughly 
in an increase in the niimber in Illinois. Sanbom Tenney was there for another 
pui-pose, but doubtless lent the influence of his name and prestige to the movement. 
Dr. Bateman A-\-as for everything that promised good to the cause of popular educa- 
tion. "Without a dissenting A'oice, a committee consisting of fifteen of the leading 
men of Southeni Illinois was appointed to prepare a memorial to the legislature 
asking for the incoi-poration and endo\ATiient of a Normal school in the southeni 
part of the State. The committee met in Odin, Marion coimty, October 16, 1S6S, 
and added to their number fifteen other gentlemen, resident in difierent counties 
in Southeni Illinois: the}' also prepared a circular, addressed to their people, and a 
petition to the General Assembly in behalf of the proposed institution. This circu- 
lar — which was chiefly the work of the committee's secretary, and was p}4nted 
in neaii}" all of the newspapers of the region — very materialh' contributed to make 
pvtblic opinion unanimous in favor of the proposed action. The circular is of remark- 
able clearness and force, and as it. with the influential names attached, did much 
to hasten the desired consummation, it seems to be entitled to a place in this historical 
sketch. After a brief introduction, the circular thus proceeds: 

1. The necessity for well-trained and thoroughly taught teachers need not be argued nor dwelt 
upon at length. . . . It is a recognized fact that we can only expect such teachers when we have 
schools specially adapted to their training. The drill is not more necessary to the soldier, nor the 
medical school, the hospital and the dissecting room to the physician, than are Normal schools to 
supply the country A\-ith teachers such as the times demand. . . . The experience of all. enlight- 
ened and ci\-ilized communities has demonstrated the expediency and economy of appropriating the 
means necessary to establish and maintain a sufficient mmiber of Normal schools to supply the demand 
for teachers. Even exceptional cases ^\-ith a high order of native endoT^nnent "nill make much better 
teachers, and the standard and average of teaclaing ability, efficienc}- and success \\"ill be immensely 
elevated bv Normal education. 



THE EDUCATIONAL HISTORY OF ILLINOIS 231 

2. This enterprise is undertaken with no spirit of env}' or unholy rivalry of the excellent institu- 
tion alreadj^' established in the northern section of our great State. We rejoice in its success. We 
feel a just State pride in the good work that it has already accomplished. It is not to blame for not 
having accomplished all that we need, for no single institution could. If we were to write her memorial 
it would be in the gospel terms — "She hath done what she could." May her shadow ever grow 
longer — not by the decline of her sun, but by her own increasing elevation. 

3. This paragraph discusses the size and population of the State and argues from these facts the 
impossibility of one Normal school supplying the needed number of teachers. 

4. Our origin, history and condition point to the need of such a Normal school. The southern 
portion of the State was originally settled from States in which popular education had not been so 
advanced or general as in some more favored sections. The tide of emigration moving westward, 
passed above or through our territory. 

Strong prejudices against our section of the State were, quite general. Those unfounded and 
injurious ideas are fast disappearing. Our "Egypt" home is beginning to rise to a juster appreciation 
of its true character. It is becoming known that for climate, health, mineral resources, fruit-growing, 
grazing and general agriculture, we have a country that will compare favorably with any other on 
earth, and possessing somiC very decided advantages. . . . The circumstances of our past history 
have only retarded the m.arch of education and high intelligence. Like the pent-up waters, the 
energy of our people will give them a broader flow and a mightier force when the barriers are removed. 
We demand for our people a just consideration by our legislators, a fair opportunity for our educa- 
tional development, and an equal division with the others of the means and facilities of that develop- 
ment. We have comparatively few institutions of learning of academical or collegiate character. 
We need more of them and we especially need a Normal University for the training of our teachers. 

We have heard, and the statement is well authorized, that at the time of the establishment and 
endowment of the present State Normal University objection was made that its location was eccen- 
tric. It was answered "Let us have this now in the north — it will not be long till our great State 
will need another, and then you shall have it in the south." In our judgment the time has come to 
remind our friends of that promise and to ask its fulfillment. 

4. The closing paragraph offers practical suggestions as to the method of securing the desired 
result. It declares that the people will not be satisfied with the prom.ise of a southern penitentiary. 
They are willing to swap it for a Normal school. "We prefer schools to prevent crime to prisons for 
its punishment." 

The circular is signed by the secretary, Thomas W. Hynes. 

The Hst of the committee contained illustrious names: General John A Logan, 
Hon. W. R. Morrison, Gov. G. Koemer, Gen. G. B. Raum, Hon. W. H. Green, and 
others. It is interesting to discover also the name of Simeon Wright, of whom we 
have heard in such interesting connection with the existing Normal school. There 
was no withstanding such an array of talent and the legislature surrendered at 
discretion. The bill went through at the succeeding session of the legislature. 

The first board of trustees consisted of T. W. Harris, Shelby county; E. J. Palmer, 
St. Clair county; E. Bowyer, Richland county; S. E. Flannigan, Franklin county, 
and D. Hurd, Alexander county. 

Eight cities contested for the location and the competition was vigorous. Pana, 
Vandalia, Olney, Carlyle, Centralia, Tamaroa, DuQuoin, and Carbondale. There 
was a long conference before the decision rested upon Carbondale. The bonus for 
location was estimated at $200,000. As sometimes happens in such cases, it was 
afterwards discovered that a portion of the bond issue was illegal, so that the State 
really received very little when compared with the pledge. 

The amount appropriated for the building was $75,000. Thomas Walsh, of 



232 THE EDUCATIONAL HISTORY OF ILLINOIS 

St. Louis, drew the plans and specifications for a building to cost $210,000. The 
trustees proceeded to contract for such a structure with but a little over one-third 
of the amount in sight. Why was so grave a mistake made? The trustees were 
reh'ing upon the subscriptions to supplement the appropriation and a citizen of 
Carbon dale did contract to erect the building with the appropriation and the gifts. 
Great difficulties resulted in consequence of the failure of the subscriptions to mate- 
rialize. 

The comer-stone was laid on the twentieth day of May, 1870, Dr. AUyn and 
President Edwards making appropriate addresses. Work was pushed forward 
vigoroush' until a grave accident resulted in the death of the contractor. This 
necessitated the arrest of the work until after the General Assembly should assemble 
and arrange for the completion of the work. It was decided by that body to take 
over the contract and three commissioners were selected who completed the building 
and turned it over to the trustees on July 1, 1874. 

If the policy of the older school had been followed there would have been a well- 
organized institution ready to take possession of the new structure at its completion. 
As it was, the school that entered into possession of the commodious structure on 
September 6 was a feeble infant. In due time, however, it grew into such propor- 
tions as not to seem out of place in its clothes. 

The building was an imposing structure, three stories above the basement. It 
was far more pretentious architecturally than that occupied by the older institution. 
It is probable, indeed, that it was not surpassed by any building for a similar pur- 
pose in the whole country. The site is in the south border of the city of Carbondale, 
and contains twenty acres of ground, overlooking a fine country to the east and 
north. 

The act of the legislature creating the board of commissioners to complete the 
building abolished the first board of trustees, and a new board was appointed by 
the Governor, in September, 1873, and was confirmed by the Senate in January, 
1874. It consisted of Thomas S. Ridgeway, president; James Robarts, M. D., of 
Carbondale, secretary; Edwin S. Russeh, of Mount Carmel; Lewis M. Phillips, of 
Nashville, and Jacob W. Wilkin, of MarshaU. Their first meeting was held at 
Carbondale, October 23, 1873. 

In November the board of trustees elected President Robert Alhm, D. D:, of 
McKendree College, to the presidency. He had seen long and prominent service 
as an educator. He had been superintendent of public instruction in Rhode Island, 
professor of ancient languages in Ohio Universit}^ president of the Wesley an Female 
College, of Cincinnati, a member of the board of education in that city, and for the 
preceding eleven years had been serving as president of McKendree College, an old 
and reputable institution. His associates were Rev. Cyrus Thomas, Ph. D., teacher 
of biological science; Charles W. Jerome, A. M., teacher of languages and literature; 
Enoch A. Gastman, teacher of mathematics; Daniel B. Parkinson, A. M., teacher 
of physics and chemistry; James H. Brownlee, A. M., teacher of elocution; Gran- 
ville F. Foster, teacher of geography and history; Martha Buck, teacher of grammar; 
Rev. i\.lden C. Hillman, A. M., principal of the preparatory school; Miss Kate Henry, 
teacher of music, and Miss Jtxlia F. Mason, teacher of the Model school and drawing. 



THE EDUCATIONAL HISTORY OF ILLINOIS 233 

Mr. Gastman, who had been selected as teacher of mathematics, was superin- 
tendent of pubhc schools in the city of Decatur. Although highly complimented 
by the action of the board he felt it to be his duty to stay with his people and there- 
for declined the position. His classmate, John Hull, of Bloomington, was chosen 
to fill the chair thus left vacant. 

All things being in readiness, on the first day of July, 1874, the building was 
formally dedicated with appropriate ceremonies. Hon. Thomas S. Ridgeway, 
president of the Board of Trustees, introduced Dr. Edwards, of Normal, who read 
a letter from Dr. Bateman explaining his absence, and then followed with the dedi- 
catory address. Governor Beveridge made an address in which he enjoined upon 
the city of Carbondale the importance of keeping faith with the State with regard 
to its bonds and charged the trustees whom he had appointed to be true to their 
trust. He then presented to President AUyn the keys of the building, thus formally 
investing him with authority 

The closing paragraph of the investure of the president-elect with the symbols 
of office, by Governor Beveridge, one of the purest characters that have adorned 
that high office, was as follows: 

"It ma}' not be all sunshine. There will be darkness and storm. Day and 
night follow each other. There is a stormy, boisterous ocean, and a calm, smooth 
sea. There is a rushing, sweeping hurricane, and a lulling breeze. There is an 
upheaving earthquake, and the soft kiss of an infant. With pleasure may come 
pain; with joy may come sorrow; with success may come failure; with victory may 
come defeat. Be not discouraged — hope in God. Let not your heart be troubled, 
for in this world you must have tribulation. Remember toil goes before reward; 
battle before victory; thorns before crowns; humiliation before exaltation; death 
before resurrection, and if you would live on the hills and roam among the glories 
of the mountains, you must work way down in the valley, where springs bubble, 
where rivulets run, where the sun shines through the leaves of the trees, where the 
birds sing, where the grass is green, where the flowers bloom — and thus working, 
trusting your divine master and hoping in God, your work will prosper in your 
hands, you will adorn and bless the age in which you live, and stamp your impress 
upon the ages coming after. And may the benedictions of the Most High rest upon 
you and your family, upon this university, the trustees, faculty and students, and 
upon all the people forever." 

The president then delivered his inaugural address, and the Southern Illinois 
State Normal School was launched upon its career of usefulness. 

The first report of the president to the State Department of Education bears 
date of December 9, 1874. The school was opened for students on the first day of 
July, 1874. The building was formally dedicated on that day. On the following 
day a Normal Institute was opened and was continued by the faculty for four weeks. 
The enrollment reached fifty-one. The teachers in this session were Dr. Alison, Pro- 
fessors Jerome, Gastman, Parkinson, Foster, Hillman and Brownlee, and Miss Buck. 

On Monday, September 7, 1874, the first session of the regular work opened and 
during the term of thirteen weeks 154 students were enrolled, two of whom were 
negroes, a law of the last preceding legislature having made a place for them^. 



234 THE EDUCATIONAL HISTORY OF ILLINOIS 

On the afternoon of No^•ember 26, 1883, the beautiful l^uilding was discovered 
to be on fire. All efforts to subdue the flames were unavailing, and after a few hours 
all that was left of the noble stnicture, the pride of "Eg}-pt," was a smoking min. 
The librarv, the furniture and the apparatus in the laboratories were saved. Quarters 
were at once offered for the accommodation of the classes b}' the citizens of Carbon- 
dale, and within forty working days from the time of the disaster the work was 
again proceeding in regvilar order. Within sixt}' days a temporary building, one 
story high, and containing fotu'teen rooms, was completed and there the instittition 
did its work until another building could be erected. As the General Assembly 
would not again be in session until in January, 18S5, it was evident that there was 
need of large patience. B\- an act approved June 27, 1885, an appropriation of 
S152,065 was made for the rebuilding. As there was something in the way of salvage 
the new structure cost approximately $180,000. On the 24th of Febraary, 1887, 
the new building was completed and dedicated, and on the following Monda}^ the 
temporary building was abandoned and the school took up its new abode in its admir- 
able building. 

Dr. AUyn's administi-ation continued for eighteen years. The institution steadily 
gained gi'ound in public estimation and changed the complexion of the part of the 
State in which it is located. It is the most amply endowed educational agenc}- in 
Southern Illinois, and its students may be found in all ranks of life. Colored students 
are admitted, as they are required in many of the schools. As students turn to 
other professions after engaging in teaching for a time, its alumni may be found in 
the medical profession, at the bar, in the pulpit, as well as in the nonprofessional 
callings. The later years of Dr. Allyn's presidency were somewhat clouded by 
differences of opinion between him and his Board of Ti-ustees as to the management 
of the institution, but his career was a most honorable one, and he will long be remem- 
bered as one of the real educational leaders of his section. 

Upon Dr. Alh'n's retirement in 1892 he was succeeded by Prof. John Hull, who 
had been a prominent member of the faculty for se^^enteen years. Mr. Hull remained 
for a single year in that position and then withdrew from the school and became presi- 
dent of one of the Wisconsin Noraial schools. From 1893 to 1897, inclusive. Rev. 
H. W. E^-erest, a clergyman of the Christian denomination, was the president. In 
this administration a science building was provided for by the General Assembly, 
at a cost of ^40,000. It accommodates the science laboratories, the museum and 
the gymnasitim, and it was the home of the librar}- tuitil the erection of the library- 
building. 

Dr. Everest remained fovir }-ears and was succeeded by Dr. D. B. Parkinson, 
who will be remembered as a member of the first faculty. Dr. Parkinson Avent to 
the school from Mclvendree College, of which he is a graduate. He has now (1911) 
been connected with the institution for nearly thirty-seven }-ears. 

Under Dr. Parkinson's management the school equipment has been extended 
by additional buildings and the attendance has made a coiTcsponding gain. Addi- 
tional departments have been added so that the school could keep pace with the 
demands of modern education. The requirements for admission have been adjusted 
to the conditions obtaining in the tenitorA" tributarv to the school. A summer 



THE EDUCATIONAL HISTORY OF ILLINOIS 235 

school furnishes opiDortunities for professional preparation for teaching to those 
who are unable to attend the regular sessions. The latest addition is that of a 
sixty-acre farm to be used in connection with the teaching of agriculture. In brief, 
in the Southern Illinois State Normal University the State has an admirably equipped 
school that is carrying out the purposes for which it was originally established. 

Robert Allyn, D.D. 

Robert Allyn, for more than thirty years one of the foremost educators of the 
nation as well as. of Illinois, was bom of honest farm parents in the little town of 
Ledyard, in New London county, Connecticut, on the twenty-fifth day of January, 
1817. He died at Carbondale, on the seventh day of January, 1894, lacking eighteen 
days of completing his seventy-seventh year. He was the direct descendant, in the 
eighth generation, of Captain Robert Allyn, one of the first settlers of New London 
and afterwards at Norwich. His childhood was spent on a farm in a township as 
noted for its ruggedness as the community was for its industry and intelligence. 
His earh' education was in the old-fashioned, country' school, supplemented, how- 
ever, by a great deal of miscellaneous reading from a public librar}^ consisting of 
about two hundred volumes. Many of these books Robert read and reread, so that 
by the time he was sixteen years of age he had acquired considerable familiarity 
with the writings of RoUin, Hume, Addison, Johnson, Goldsmith, Pope, Dryden and 
Scott. This reading stimulated him to seek a higher education, and in 1837 he 
entered the Wesleyan University, at Middletown, Connecticut, at which he grad- 
uated in 1841. While a student he distinguished himself as a mathematician, and 
yet he was scarcely inferior as a linguist and a rhetorician. His classmates awarded 
him the first position for scholarship, it being generally conceded by them that 
"Young Alh'-n had no superior in the class of '41." He was immediately engaged 
as a teacher of mathematics in the Wesleyan Academy, at Wilbraham, Massachu- 
setts. In 1846 he was elected principal of the school and served two years in that 
capacity. In 1848, he became principal of the Providence Conference Seminary, 
at East Greenwich, Rhode Island. In the same year he was also appointed visitor 
at the Military Academy, at West Point. In 1857 he was elected to the chair of 
ancient languages in the State University at Athens, Ohio, and in 1859 he accepted 
the presidency of the Wesleyan Female Academy at Cincinnati. In 1863 he was 
elected president of McKendree College, and from that time was prominently and 
efficiently engaged in educational work in Illinois. In 1874 he became president 
of the Southern Illinois State Normal University, which position he held until 1892. 

Dr. Altyn was also a minister of the gospel. In 1843 he joined the Providence 
Conference of the Methodist Episcopal Church, and served as pastor in his native 
State some three or four years. He also served in the same capacity in Lebanon, 
Illinois, during the first year of his connection with McKendree College. In 1872 
he represented his conference in the General Conference, standing at the head of 
the delegation, and in 1880 he was a reserve delegate to the same body. His alma 
mater honored him with the degree of Doctor of Divinity, and in 1877 the degree of 
Doctor of Laws was conferred upon him by McKendree College. 

He was twice married; first, on the 18th of November, 1841, to Miss Emeline 



236 THE EDUCATIONAL HISTORY OF ILLINOIS 

H. Denison, of Coleraine, Massachusetts, who died in- 1844. Two children were 
bom to this union. His second marriage was on the 22d of June, 1845, to Miss 
Mary B. Budington, of Leyden, Massachusetts. She died at Carbondale in 1879. 
There were three children. 

To estimate the influence of this life is not ours. The parchments to which he 
fixed his name, as principal or president, might be accurately enumerated, but that 
would indicate but a ^'er^' small part of his life-work. For Robert Alhm "was a man 
not only of extraordinarj* ability but of wonderftil ^'ersatility. As one of the speakers 
at the memorial services aptly observed, "He could fih with dignity, ease and effi- 
ciency more places of importance than any other man I ever knew." His large 
intellectual facilities were backed by an uncommon amount of will power, and 
resT-ilated hv that still more uncommon endowment — sound common sense. It was 
next to impossible for him to be in any assembly without his presence being known 
and felt. As one of his pastors beautifuh}- and pertinently testified, " His very 
presence at the prayer-meeting and the public service of God's hottse gave an addi- 
tional dignit}' and inspiration to the work of the hour. ' ' He had a well-stored mind, 
but he was a man of wisdom rather than of knowledge. His talents were preemi- 
nently practical; his insight was often a source of wonder, Hkewise his abihty to 
acquire knowledge by contact with life; facts were carefully stored away, but not 
with a view of remaining so, for his mind partook more of the nature of a labora- 
tor)^ than a repository; and to this fact, doubtless, much of his influence was due. 

At the very beginning of his public career he identified himself with the progres- 
sive spirit of the age, and he never apostatized. His bold stand against slavery and 
his ardent advocacy of the temperance cause resulted in his being twice elected to 
the legislature of Rhode Island, where, it is said, " He exercised a controlling influence 
in its deliberations." He had neither taste nor time for what he considered vain 
and useless discussions regarding the dead past; he lived in the present, he kept 
abreast of the times, and his heart beat in unison with eveiy movement of towm, 
state or nation, that tended to the advancement of his fellow beings. 

As already indicated, he filled, and was w^ell qualified to fill, many important 
positions; }^et that for which he was best adapted, and for which he will long be 
loved and venerated, was his service in the schoolroom; for whatever else he may 
or may not have been, Robert AUra was emphaticalh' a practical, popular and 
philosophical educator. He was a bom teacher, possessing rare tact, genuine wit 
and ingenious methods which he well knew how and when to apply. He had the 
ability to "put things" before his pupils so that the lesson could never be forgotten. 
His lectures always abounded in practical suggestions that were plain and to the 
point. But his labors were not confined to the schoolroom proper. He was an 
earnest advocate of teachers' institutes and an unwearied worker in them. In 
whatever State he lived he was alwa}-s identified with the State Association of 
Teachers, and could be relied upon to take an active part in their proceedings, by 
discussions, essays, lectures and addresses. He was alwa^'s a member of the National 
Council of Sixt}" and an eamest worker in its meetings. In short, he spent his 
strength in the cause of popular education, and few men were better kno^mi or more 
highly honored in the National Association of Teachers than Robert All5'n. 



THE EDUCATIONAL HISTORY OF ILLINOIS 237 

Besides, he was a regular contributor to various educational periodicals, and for 
several years was the able editor of the Rhode Island Schoolmaster. His educational 
reports, while Commissioner of Rhode Island, were eagerly sought for, simply because 
they were known to be full of practical and valuable ideas. Dr. AUyn was not 
given to Utopian theories ; he plainly pointed out the evils connected with the schools 
and the best means to be employed for their removal. His "Special Report of 
Truancy and Absenteeism from Schools in Rhode Island" is an elaborate composi- 
tion of the highest order. Dr. Huntington, of Harvard University, noticed it in 
the following eulogistic language: "This is altogether the best document on this 
subject yet published. It abounds in statements so lucid, in argument so forcible, 
in illustrations so clear, and in exhortations so convincing, that every man ought 
to read it." Dr. AUyn also contributed to the Methodist Quarterly Review and the 
different weekly periodicals of his denomination. His brain was ever active; there 
was not a vital question touching Church or State to which he was indifferent. He 
could not help thinking and he could not help giving expression to his thoughts. 
His pen was in very truth that of a "ready writer," and he wrote with an unusual 
clearness and puritj^ of style. 

As is very evident. Dr. AUyn labored unceasingly for the education of the people. 
Nothing within his power was neglected that would improve the public schools and 
the teachers in them. In New England he was associated with Horace Mann, Henry 
Barnard, Louis Agassiz, and others of equal fame in this grand work. Removal to 
the young and growing West seemed to intensify his interest in the rising generation ; 
and no sooner had he located in Illinois and carefully surveyed the situation, than he 
began vigorously to advocate the establishment of a school in the southern part of 
the State, whose special function should be the training of teachers. The question 
was thoroughly discussed and heartily endorsed by the Southern Illinois State 
Teachers' Association. The Doctor was appointed one of the committee to bring 
the matter before the State legislature and urge the necessity of such an institution. 
The legislature, in turn, approved of the measure ; the site was selected and the build- 
ing was erected. The Governor and trustees decided that no one was more competent ' 
to take charge of this great trust than he, in whose brain the thought was conceived, 
and who, from the inception to the completion of the plan, had stood unflinchingly at the 
helm. And their verdict has been confirmed by hundreds of graduates and thousands 
of students, upon whom Robert AUyn has left the indelible impress of his plastic hand. 

True to himself and to his calling, the dying man said: "Let the teachers and 
preachers bury me," and so they did. The former held impressive memorial service, 
on the morning of January 9, in the chapel of the Southern Normal University ; the 
latter conducted similar service in the afternoon of the same day, in the Methodist 
Church of Carbondale ; after which the mortal remains were laid at rest in Oakland 
Cemetery. His monument was built years and years ago; behold it in the stately 
Southern Illinois Normal ; while it stands we need no other reminder of the sagacity . 
and philanthropy of Robert AUyn; for it will ever speak eloquently of the prudent 
forethought, untiring energy and remarkable executive ability of its first principal; 
and may we not truthfully add, of its father? — Wm. F. Swahlen, Ph. D., in Twen- 
tieth Biennial Report of the Department of Public Instruction. 



23S THE EDUCATIONAL HISTORY OF ILLINOIS 

John Hull. A. M. 

John Hull, the second president of the Southern IHinois State Xormal University, 
was bom in Marion count}', lUinois. Februaiy G, 1839. The home of his parents 
Avas near Salem, not far from the home of the parents of Wihiam Jennings Br>'an. 
He was fortunate in the fact that Pro\-idence saw tit to place him, in the beginning 
of his career, in one of the strongest counties, educationally, in Illinois, a count}^ 
which has furnished more students to the Southern Illinois State Nomial University 
and has more of its graduates to its credit than an}- other count}* except the one in 
which the school is located. Here, in a log schoolhouse with the usual puncheon 
benches, and ^^•ith the stem, spectacled "master" with his rule, hickory s\^^tch and 
inkhom, John Hull acquired the elements of ediication and laid deep the foimdation 
for an honored and influential career. 

In 1857 he entered the Illinois State Xormal Uni\-ersity, at Normal, and with 
characteristic thoroughness and industr}- completed the prescribed coiu-se in 1860. 
He was immediately elected to the principalship of the Salem public schools. He 
held this position for a short time. He seiwed for one year as teacher of mathematics 
in the State Xormal University and also served as superintendent of the Bloomington 
public schools. Impressed with the abilit}' of Mr. Hull, one of the leading publish- 
ing hoxises selected him as its general agent in the West. He therefore abandoned 
his profession for a time but continued his residence in Bloomington, where he was 
elected to a membership in the Board of Education. He served in that capacit}" 
for four years, }-ears that were marked b}' gi^eat improA-ement in the schools of the cit}''. 

In 1868 Mr. Hull foimded TIic Schoolmaster, later knoA\-n as The Chieago Sehool- 
iiiaster. and yet later as The Illinois Sehoohiiaster. The succeeding year he Avas 
elected county superintendent of McLean count}", the largest and one of the most 
populous of the counties of the State. He serA-ed in that capacity for six years, 
resigning the position to accept the chair of mathematics in tlie Southem Illinois 
State Xomial Univei-sity. 

]\Ir. Hull was regarded as one of the strongest members of the faculty. Some 
two years after his election the subject of Practical Pedagogics was added to his 
department. It will not be regarded as an inA-idious distinction if Mr. Hull should 
be credited Avith being one of the most influential of the members of the faciilt}' aaIio 
were chiefl}* instnimental in g"iving to the institution that professional inclination 
that should characterize every Xomial school. He became the superintendent of 
the training department b}^ natural selection. His mind was of that practical cast 
that especially htted him for such a position. He continued in this relation to the 
school until the retirement of Dr. Alh-n, in 1892. when he was elected to the presi- 
dency. 

Mr. Hull retained the presidenc}- only a single year. He did not find the higher 
honor so completel}- to his liking as his Avork A\-ith the children and the teachers in 
the training school. He AA-as at once called to the presidency of the RiA'er Falls, 
"Wisconsin, Xomial School, but he remained there but a single year. He remoA-ed 
to the Pacific coast, AA-here he resided for a fe\A- }-ears and then took up his residence 
in j\IilAvaukee. AA'here he is liA-ing at this AATiting (X^OA'ember, 1911). 



THE EDUCATIONAL HISTORY OF ILLINOIS 2:^,9 

Mr. Hull served in 1873-4 as chairman oi the Executive Committee of the County 
Superintendents' Association, held a similar position the same year in the State 
Teachers' Association and was jjresident of the latter body the succeeding year. 
In 1876 he received the degree of Master of Arts from the Illinois Wesleyan Uni- 
versity. 

Mr. Hull was a faithful educational worker. He was essentially sane in his 
treatment of educational cjuestions. He was a safe counselor and a careful and 
conscientious executive officer. Mr. Hull was twice married. His first wife was 
Miss Mary F. Washburn, of Bloomington, a classmate at the State Normal Univer- 
sity. She died at Carbondale in 1882. His second wife was Miss Ann C. Anderson, 
who had worked with him most faithfully and skillfully in the training department, 
at Carbondale. She did not long survive their majriage. 

Personally Mr. Hull is a man of the highest character. His integrity and sin- 
cerity have always won for him the highest respect. In his retirement he sees the 
fruit of his labors and is content. 

H. W. Everest, A.M., LL.D. 

Dr. Everest was the third president of the Southern Illinois State Normal Univer- 
sity. He was born in the mountainous portion of Northern New York, on May 10, 
1831. His parents were New England iJeo])le who had "gone west," at least as far 
as Sussex county. New York. He was reared on a farm and experienced the rude 
but not unkindly discipline that such a life brought to a boy in the first half of the 
last century, in a region not altogether remarkable for the ease with which Nature 
yielded her harvests to the farmer. 

" The common schools of those days were very common. But such as they 
were they gave to our friend, the good Doctor, an imj^ulse that kept him moving for 
more than a half century. At the age of sixteen he had progressed far enough with 
his studies to justify the authorities in placing him in charge of one of these schools. 
At the end of one term enough money had been saved to enable him to attend school 
at Crown Point, on Lake Champlain. There he spent one term. This was followed' 
by another term of teaching, and at the age of eighteen he emigrated to Ohio. There 
he lost no time in finding his way to a seminary of secondary grade in Geauga county. 

"There was in attendance at this seminary another poor young man, whose 
hard condition in the wilds of Ohio had begotten in him the determination to get 
out of life all there is in it for one who is willing to pay the price therefor. This 
was James Abi^am Garfield. The young men were about the same age, and there 
.soon sprang up a very strong attachment between them, which ripened into brotherly 
love that grew stronger as the years went by, till that dreary September day in 
1881, when the martyr president breathed his last in the cottage by the sea. 

" Dr. Everest remained in the seminary but a few months; from there he came to 
Illinois and taught school near the present city of Rock Island. In the spring of 
1853 he entered Hiram College, in northeastern Ohio, where he remained two years. 
He next opened a select school for a term,. and at its close took charge of a church 
at Rome, Ashtabula cotmty. While there he was selected by the Christian Church 
as the beneficiary of a fund arising from the sale of song books, published by Alex- 



240 THE EDUCATIONAL HISTORY OF ILLINOIS 

ander Campbell, of Betham- College, West Virginia. He entered upon his duties 
as a student at the college, but he and nine other northern students were threatened 
by a proslavery mob because of their utterances on the subject of slaver}'. He 
therefore left Bethany and returned to Hiram, but in the capacity of a teacher of 
natural science. There he remained, stud^'ing and teaching, till the summer of 
1860. He was again associated here with Garfield, who was the president of the 
school. In 1860 he entered Oberlin in the senior year. He had previously married 
Miss Sarah A. Hanison, of Painesville, Ohio. In the summer of 1861 he graduated 
from Oberlin. The war had called Garfield from the college to the camp and Dr. 
Everest succeeded him as president. 

In 1864 he became president of Eureka College, where he remained eight }'ears. 
After an interA-al of five }-ears, in which time he was the pastor of three churches, 
he returned to Eureka, where he was president for five years. In 1881 he became 
president of Butler University, Indiana, where he remained for six years. He was 
then called to the presidenc}- of Garfield Universit}', Wichita, Kansas. The pi'os- 
pects Avere at first extremely flattering, but the institution was finally obliged to 
close its doors on account of financial misfortunes. He returned to the ministry, 
and while thus engaged was called to succeed Mr. Hull. He began a four-\'ear 
term of service in 1893. At the end of this period he became Dean of the Bible 
College, Drake UniversitA', where he died at the close of the last centurA*. 

From the foregoing sketch it Avill be seen that Dr. EA'erest had a large experience 
as a college president. While the work of a Normal school executi\'e is A^ery dift'ei-ent 
from Avhat he had been doing he seems to haA-e succeeded in enlarging the influence 
and equipment of the institution. Some of the difterences that caused the retire- 
ment of his two predecessors also resulted in his AA'ithdraAval. 

For much of the material of the tAvo foregoing sketches, the editor is indebted 
to the Anniversary SouA^enir of the Institution, 1899. 

D. B. Parkixsox, Ph.D. 

Dr. Parkinson Avas bom on September 6, 1845. He is the son of a farmer aa-Iiosc 
home was in Madison county, near the A'illage of Highland. He AA-as accustomed 
from childhood, therefore, to labor of the hands. He Avorked on the farm in the 
summers and attended the country school in the Avinters until he Avas eighteen. 
He then entered McKendree College, that godsend to so many a A'oung felloAv in 
Southern Illinois. It AA-as easA' of admission, and that constituted one of its excellent 
features. Its doors opened to the fanner boys cA-en though they had been denied 
the adA-antages of a preparatoiy school. 

It Avas here that he came under the influence of Dr. Allyn. Their friendship was 
long and close. 

It took seA'eral years to complete the course of stud}-, for the Avinter terms Avere 
all that he could attend, as life on the farm makes peremptory calls. He taught his 
first school in the AAdnter of 1865-6, in a countr}- school near his home. He had the 
usual experience of the countr}- teacher of fort}--fiA-e }-ears ago. He AA-as prepared 
for it. hoAveA-er, and had little thought, probabl}', that there Avas much of hardship 
in it. He soon entered IMcKendree again and graduated in the class of '68. 



THE EDUCATIONAL HISTORY OF ILLINOIS 241 

The following year he was principal of the public schools at Carmi. An unusual 
interest was awakened in his mind in natural-science work. The succeeding year 
he was elected to the chair of mathematics and natural science in Jennings Seminary, 
Aurora. He remained in that position for three years, when he determined to still 
further enlarge his scholarship. He entered the Northwestern University and did 
special work in physics and chemistry. In July, 1874, he was elected to the chair 
of physics and chemistry in the Southern Illinois State Normal University. He is 
now in the thirty-eighth year of continuous service in this institution. 

For eighteen years Dr. Parkinson acted as the secretary of the faculty and for 
the five succeeding years as registrar. In 1897 he succeeded Dr. Everest in the 
presidency. 

In 1874 his alma mater conferred upon him the degree of Master of Arts and in 
1897 added the degree of Ph. D. 

Since his accession to the presidency the institution has had a generous expansion. 
Its president has been very successful in dealing with the General Assembly. Several 
buildings have been added to the original structure and the curriculum has had a 
corresponding enlargement. 

On the 28th of December, 1876, Mr. Parkinson was united to Miss Julia F. 
Mason, a graduate of the Illinois State Normal University, and a teacher in the 
practice department of the school at Carbondale. She was a woman of the finest 
qualities and of rare attractiveness. She died in August, 1879, leaving one son. 
In July, 1880, he was married to Miss Alice Raymond, the art teacher of the school. 

Dr. Parkinson has every reason to be proud of the results of his efforts to make 
of the institution under his care a source of pride to Southern Illinois and, as well, 
to the State at large. Its students are found in every walk of life. No other institu- 
tion in that part of the State has made so liberal a contribution to the intellectual 
and social progress of the people. It goes without saying that Dr. Parkinson's 
name is a household word in "Egypt." 

The best historian of a school is its president, at least so far as the inner life of 
the institution is concerned. President Parkinson has contributed biennial reports 
to the Superintendent of Public Instruction since his accession to the position which 
he now holds. As the school has made the greatest strides since his accession to 
the presidency its most significant history lies within the period covered by his 
administration. This history is narrated in the reports made in the successive 
bienniums since 1897. 

Besides Dr. Parkinson there remained but one of the original faculty — Martha 
Buck. The additional members of the faculty were George Hazen French, M. A., 
Curator of the Museum, natural history and physiology; Matilda Finley Salter, 
penmanship and drawing; George Washington Smith, M. A., civics, geography and 
history; Samuel Bettes Whittington, director of physical training; Samuel Earnest 
Harwood, M. A., method in arithmetic and higher mathematics; Carlos Eben Allen, 
Latin, Greek and German; Henry William Shryock, Ph. B., Registrar, rhetoric, 
English literature, chemistry and geology; James Henry Brownlee, M. A., vocal 
music, reading and elocution; Adda P. Wertz, training teacher, primary school; 
Lizzie Parks, primary teacher; Washington B. Davis, M. A., training teacher, 

16 



242 THE EDUCATIONAL HISTORY OF ILLINOIS 

principal of grammar school and bookkeeping; Frank H. Colyer, A. B., instructor 
in geography, history and arithmetic; Mary M. McNeill, instrumental music; Minnie 
Jane Fryar, librarian ; Augusta McKinney, stenographer and clerical assistant. 

In this reporl; President Parkinson announces the completion and occupancy 
of a new science building and the resumption of the summer schools which had been 
discontinued after several years of service to the teachers of Southern Illinois. 

In his report two years later President Parkinson announces important changes 
in the courses of study, the permanent establishment of the summer school, an 
advantageous reorganization of the practice school, various publications by members 
of the faculty and the establishment of an annual lecture course. 

In 1901 the graduates of the institution set the excellent example of going to 
the Philippines to engage in the civilization of our new people, five of them having 
undertaken the new work. It is not a matter of surprise that they should have called 
attention to the school from which they had drawn their inspiration, and that some 
of the islanders should desire to come to the States and avail themselves of the 
culture of the school. This seems to have been the beginning of the policy of sending 
to this country young men from the islands to be fitted for the better education 
of their countrymen. A new conservatory was added to the equipment, to be used 
in connection with the department of botan}^. 

The report for 1904 exhibits other advances under the progressive policy of the 
president. The faculty was materially enlarged. The attendance showed an 
interesting increase. From the beginning of its history the attendance of young men 
materially exceeded that of any of the other State Normal schools, if not by actual 
count at least in the ratio of their number to the whole student body. A new library 
building was opened to the students on the 23d of May, 1904. The school has also 
joined in the school-garden movement and has added to its facilities in biology and 
agriculture. In common with the other Normal schools a very gratifying exhibition 
of its work was made at the St. Louis Exposition. 

The report for 1908 announces the passage of the act enabling the institution 
to confer degrees and an appropriation of S50,000 for the erection of a training- 
school building. 

In 1910 an additional appropriation for a woman's building was secured and, as 
has been stated, provision was also made for the purchase of sixty acres of land to 
be used for instruction in agriculture. 

It is thus seen that President Parkinson has steadily advanced the equipment 
and efficiency of the institution. It is now one of the best endowed schools of its 
kind in this country and reflects the highest credit upon its management. 



THE EDUCATIONAL HISTORY OF ILLINOIS 243 



CHAPTER XII. 
THE NEW NORMAL-SCHOOL MOVEMENT. 

ON the 3d day of July, 1839, in the historic town of Lexington, in the "Old 
Bay State," Rev. Cyrus Peirce and a student body of three opened the first 
American Normal school that was not an annex to some other institution. 
A new revolution began in sight of "the Green," where the minute-men of 1775 
uttered their effective protest against the doctrine of the divine right of kings. On 
the 5th day of October, 1857, a little more than eighteen years later, in the city of 
Bloomington, Charles E. Hovey and Ira Moore, with twenty-nine pupils, started 
the Illinois State Normal University upon its notable career. The history of the 
movement that culminated in the establishment of that institution has been told in 
these pages. 

Twelve years later the General Assembly passed the bill establishing the Southern 
Illinois State Normal University. Its honorable record would fill a large chapter 
in our educational history if it were adequately written. 'Twere long to tell the 
story of the struggle of these two institutions before they won substantial recognition 
from the school people of the State. It is the old story of the battle of the reformers 
against the conservatism and active opposition of those who lazily, and perhaps 
honestly, believe that if the existing order should be disturbed the country would 
be done for. 

Meanwhile a score and more of years passed away. In the late eighties a heroic 
soul here and there was heard to declare that the time had come for a Normal-school 
revival in Illinois. Massachusetts, New York and Pennsylvania had steadily pushed 
forward until they were well equipped with schools for the professional education 
of teachers. The new and sturdy communities of the upper Northwest, like Wiscon- 
sin and Minnesota, were rapidly moving toward the head of the procession. But 
Illinois was distressingly indifferent. The strenuous notes of the enthusiasts were 
but voices crying in the wilderness. In the early nineties the movement seemed to 
gain some headway, but the most hopeful were not prepared for a sudden accession 
which came to their ranks from an unexpected quarter. In 1895 bills were intro- 
duced into the General Assembly for the establishment of two new Normal schools, 
and before the sense of surprise had died away they were enacted into laws and the 
institutions were located. 

This sudden, vigorous and effective movement had its origin in what is geo- 
graphically designated as Northern Illinois. Any attempt to describe it is inevitably 
attended with many difficulties. It is far from easy to trace with perfect accuracy 
the evolution of institutions. The larger causes are usually quite apparent, but there 
are many hidden contributions to the result that defy discovery. There are those 



244 THE EDUCATIONAL HISTORY OF ILLINOIS 

who contribute largely and who escape proper recognition, though their ser\'ices 
may have been indispensable. There is a strong probability that full justice will 
not be done them, for the ordinary reporter's knowledge is a far cry from omniscience. 
It is quite clear, however, that the movement received a tremendous impulse in the 
little city of De Kalb, a manufactining to^^^l fifty-eight miles west of Chicago, on 
the Omaha division of the North Western Railway. 

In the early seventies it had occurred to two or three men, at about the same time, 
that such a barb as the Osage orange bore might be transferred to a ware and that 
a fence of such wires %\'ould turn the most aggressive animal that lives in a pasture. 
Two of these men, Joseph F. Glidden and Jacob Haisch, succeeded in making the 
transfer and at the same time made the prosperit}' of themselves and the little city. 
Associated with Mr. Glidden was Isaac L. Ellwood, a man of great ability and daunt- 
less courage. It must suffice to say that these men became very rich and in their 
rise to opulence retained their affection for the to-\\ni that had witnessed their 
triumph. 

And there was another man in the community who was not rich. He was the 
printer. His name was Clinton Rosette. He was always puzzling over some 
problem whose solution meant a greater De Kalb. He had been a schoolteacher 
and knew the value to a commimity of an educational institution. "\Mien John P. 
Altgeld became Governor Altgeld he appointed Mr. Rosette to a membership in the 
Board of Education of the State of Illinois. It was the special and only function 
of this body to manage the Illinois State Normal University. WTiile acting in this 
new capacity it occun-ed to him that the thing for De Kalb to do was to secure the 
location of an institution similar to the one in which he had so recently become 
officially interested. With him to think was to act. He presented the matter to his 
rich friends. Mr. Glidden o^^•ned a beautiful tract of land adjoining the town that 
had come to him directly from the United States government. He would not sell 
it for a school site but he would give it awa\' for such a purpose. Mr. Haisch put 
his name doA\Ti for SIO.OOO for a library and added some $1,400 more when the 
time came for using it. Mr. Ellwood managed the legislative end of the business 
along ^^^:th Mr. Rosette, Senator D. D. Hunt, the members of the lower House from 
the district and others; there are always others. The prominence of the leading 
advocates brought aid from all over the State and from quarters where the school- 
masters could do nothing. The -n-riter well remembers the anxious da}' when the 
House committee was to render its momentous decision. The managers had called 
in the schoolmasters and they were there in force. And all went "merry as a mar- 
riage bell." The opposing forces withdrew their hostility and the committee made 
it practically unanimovis. 

Little has been said of those who were especially interested in the Eastern School. 
They were energetic and vigilant, but the brunt of the battle was borne b}' those 
mentioned, and the second bill slid along in the groove made b}- the first. It is 
probable that one school could not have won the fight. It was much easier, for 
obAdous reasons, to get two. There was constant aid in the Governor's office, where 
the hostiles found slight comfort. The two bills were approved on the same day — 
Mav 22, 1895. In adding his name to these bills and thus converting them into 



THE EDUCATIONAL HISTORY OF ILLINOIS 245 

laws the Governor not only discharged an official function, but manifested anew the 
warm interest he had taken in the movement from its inception. 

The first Board of Trustees consisted of Hon. Adams A. Goodrich, I. L. Ellwood, 
Charles E. Deere, Hon. Thomas Sparks, W. C. Garrard and Hon. S. M. Inglis, 
the Superintendent of Public Instruction. John H. Lewis, of De Kalb, was selected 
as treasurer and is still acting in that capacity. 

And now came the question of location. The law authorized the Board to decide 
among competing bids and locate the institution where the inducements were strong- 
est. Rockford, Oregon, Polo and De Kalb were the chief competitors. De Kalb 
seems to have been far in advance through the generosity of the men mentioned. 
And so the die was cast. Mr. Rosette's plans worked out quite as well as he could 
have wished. 

The act carried with it an appropriation of 150,000. With this as a beginning 
the Board determined to make a start. Plans were solicited and Mr. Charles E. 
Brush, of Chicago, carried off the prize. The contract for the btiilding was awarded 
to W. J. McAlpine, Dixon, and October 1 was selected as the day for the laying of 
the cornerstone. 

A local committee, consisting of Clinton Rosette, chairman ; A. W. Fiske, secre- 
tary; C. H. Saulsbury, treasurer, and I. L. Ellwood, M. D. Shipman, C. E. Bradt 
and M. J. Henaughan, made large preparations for the cornerstone ceremonies. 
Thousands of people Avere present. Every township in the county had its own 
committee. Civic and military organizations paraded the unpaved streets. The 
famous Pullman band, the Schumann Ladies' Quartette, the Chicago Imperial 
Quartette and the De Kalb Choral Society furnished the music. The chief address 
of the day was delivered by Governor Altgeld. The other speakers were Dr. Frank 
W. Gunsaulus, of Chicago; D. J. Games, Esq., of Sycamore; Hon. A. A. Goodrich, 
Chicago, president of the Board; President John W. Cook, of the Illinois State 
Normal University; Hon. David T. Littler, Springfield, and Mr. I. L. Ellwood, 
president of the day. There was a brave parade headed by Mr. E. C. Lott, the 
grand marshal of the occasion. The Grand Lodge of the Free and Accepted Masons 
of Illinois was in session in Chicago, and adjourned its session to attend in a body. 
Grand Master L. A. Goddard laid the comer-stone with all of the ceremonies usually 
attending such a function. A brilliant display of fireworks in the evening closed the 
occasion. 

The legislatures of 1897 and 1899 appropriated $75,000 and $95,000 respectively, 
the latter also appropriating $33,000 per annum for the current expenses for the two 
succeeding years. In the spring of 1899 it became evident that the building would 
be so near completion by September as to permit of the opening of the school. In 
consequence the Board of Trustees, in June, employed John W. Cook, then president 
of the Illinois State Normal University, as president of the institution and directed 
him to nominate for their consideration a suitable faculty. He was assured by a 
unanimous resolution of the Board of Trustees that no one would be considered as 
an employee unless nominated by the president of the school. As a consequence, 
when the school opened its doors to students, there was no person connected with 
the institution who had been selected on any other ground than that of merit. 



246 THE EDUCATIONAL HISTORY OF ILLINOIS 

Here is a complete list of the faculty: 

John Williston Cook, A. M., LL. D., President and Professor of Psjxholog}'. 

Charles Alexander McMurry, Ph. D., Director of Practice Department. 

Edward Carlton Page, A. B., Professor of History and Geography. 

John Alexander Hull Keith, A. M., Professor of Pedagogy- and iVssistant in 
Psychology. 

Fred Lemar Charles, M. S., Professor of Biology. 

John Albert Switzer, E. E., Professor of Physics and Chemistry. 

Swen Franklin Parson, Professor of Mathematics. 

Newell Darrow Gilbert, A. M., Lecturer in Social Economics. 

Mary Ross Potter, A. M., Professor of Ancient and Modem Languages. 

Sue Dorothy Hoaglin, Professor of Reading and Elocution. 

Emma Florence Stratford, Teacher of Drawing. 

Alice Cary Patten, Assistant in Ancient and Modem Languages. 

Katharine P. Williamson, Assistant in History and Geography. 

Anna Parmlee, Assistant in Mathematics. 

Elma Warwick, Librarian. 

Grace Elizabeth Babbitt, Assistant Librarian. 

On September 12, at eight o'clock in the morning, one hundred and thirty-nine 
pupils and the faculty assembled in the beautiful study hall. They sang " America," 
repeated the twenty-third psalm and the Lord's prayer, listened to a short talk 
from the president, the classification was effected, the lessons for the next day were 
assigned, and the Northern Illinois State Normal School began its career. Classes regu- 
larly recited the second day and the institution soon bore thexnarks of an old school. 

But the building was by no means completed. The mosaic floors were not down 
and much of the carpenter and stone work was unfinished. For two months the 
sounds of the hammer and the saw and the tireless scraping of the Italian workmen 
on the paving of the corridors mingled with the voices of the pupils and the teachers 
in the adjoining recitation rooms. They shut themselves up in a few rooms and 
patiently waited for deliverance. By the middle of November the workmen were all 
gone, and the school had the house to itself. 

An incident occurred the first day which may be worth recording. Reference 
has been made to the work on the mosaic floors b}^ the Italian laborers. They were 
very suggestive of " The Man with the Hoe, " both in the tool with which they were 
engaged and in their general appearance. They attracted the attention of one of 
the pupils who, while waiting her assignment, wrote the first poem ever composed 
within the walls of the building.. 

MOSAICS. 

As lowly as the man who held the hoe, 

All day they bend — ■ the hardy men of toil ; 
For them no more the Tiber waters flow, 

For them no marbles lie on Roman soil, 
But grinding hour by hour the pebble pave 
They bring the somber hues from pristine grave. 



THE EDUCATIONAL HISTORY OF ILLINOIS 247 

-7 Here lie chalcedonies of changing tone, 

And spar and quartz in varied sheen of light ; 
Here lies the flint, the Indian's fireside stone, - 

That gave the light of day to wigwam night ; 
Here lie the golds of sunset prisoned long 
In sylvan brook beneath the water's song. 

These lone, Etruscan workmen labor on; 
'. They spend the body for the wage it wins. 

The school and teachers o'er the lessons con. 

The shrine of thought its potent Hfe begins. 
One hears the fall of wave by Florence's feet, 
One hears the future statehood's onward beat. 

By grove of oak, on fairest prairie sod 

The Normal bides in Northern Illinois, 
A benediction from our fathers' God 

To crown the tress of girl and brow of boy. 
In this cathedral of the human mind 
What horns of cheer we from the ramparts wind. 

— • Minnie A. Hausen. 

In the selection of a faculty for a new Normal school it was the purpose to draw 
to the new institution a number of teachers who had been closely identified with 
work in a similar school. The president had been identified as student, teacher, 
and president with the oldest Normal school in the Mississippi valley for thirty-six 
years. Dr. Mc Murry is a graduate of the same school, and in addition to two years 
of work at the University of Michigan had studied for four years at Yena and Halle, 
with reference to work of this character, and had been for several years director of 
practice work in the same school. Professor Keith is a graduate of the same school, 
and taught in one of its departments for two years before becoming a student at 
Harvard University. His studies were pursued there with reference to Normal- 
school work. Professor Parson had completed a course of study in the same school 
and had taught in one of its departments for three years. He had also done special 
work at the University of Chicago. Miss Potter had also been a teacher in the 
school for several years. Miss Patten was the sixth member of the faculty that had 
been identified with the Illinois State Normal University. Miss Hoaglin was grad- 
uated from the Kansas State Normal School and Miss Stratford had been principal of 
the Moline City Training School. It is thus seen that the faculty was rich in Normal- 
school experience and ready to enter upon the work of this new professional school. 

It is the traditional thing to dedicate a school. In this case it was deemed 
expedient to defer the dedication for two weeks after the opening. The people of 
De Kalb determined to celebrate the event by a three-days' jubilee, the second day 
to be given up to the formal inauguration of the faculty. The children and the 
notables came and a brave procession was forming when a most unwelcome storm 
drove the multitude from the beautiful grove to the shelter of the building. The 
dedication exercises were held in the commodious gymnasium, the audience standing 
through the program. President Goodrich of the Board of Trustees presided. 



248 THE EDUCATIONAL HISTORY OF ILLINOIS 

Colonel Ellwood made the address of welcome. Governor Tanner delivered a vig- 
orous address, accepting the school in behalf of the State and taking the highest 
grounds with regard to popular education. Senator CuUom, Congressman Hop- 
kins, State Senator D. D. Hunt, State Senator O. F. Berry and Judge C. A. Bishop 
represented the interests of the general public and expressed with marked unanimity 
the satisfaction which intelligent people must feel on account of the generous equip- 
ment of an institution which deals with such fundamental interests as does the Normal 
school. Superintendent Andrews, of Chicago, President Draper, of the University 
of Illinois, and Superintendent O. T. Bright, of Cook county, spoke especially for 
the educational people. Judge Goodrich formally accepted the building from the 
contractor. 

A pleasing incident of the occasion was the presentation to the members of the 
Board, to the president of the Normal school and to Representative Brennan, of 
Sycamore, of canes skillfully fashioned from wood imported from our new dominion. 
The wood was the Osage Orange, which had suggested the idea of the barb wire. 
In behalf of Mr. Haisch the presentations were made by President Cook. 

Among the distinguished visitors were State Superintendent Bayliss, several 
members of the General Assembly, the venerable Dr. Edwards, who was the second 
president of the State Normal University, President Arnold Tompkins, the successor 
of Mr. Cook at the same institution, and George P. Brown, editor and publisher 
of the widely known Public School Journal. County superintendents, city superin- 
tendents, and representatives of all of the various grades of schools, from the country 
school to the university, were present and joined with great enthusiasm in the events 
of the day. In the evening a briUiant assembly gathered in the spacious auditorium, 
where Mrs. Jessie Ellwood Ray, the Queen of Honor of the Festival Days, accom- 
panied by her maids, gave an elaborate reception. 

In arranging courses of study, lines of work were prepared for all classes of 
students, from the country school to the university. It was expected that the main 
body of students would be drawn from graduates of the admirable high schools of the 
adjacent territory, but it was not deemed wise to limit admissions to students of that 
class. 

The unique feature of the organization, so far as it differed from existing Normal 
schools in general, was the amount of time given to practice work with children. 
The city of De Kalb had generously placed its schools at the disposal of the institu- 
tion to be used for that purpose. Arrangements were made, therefore, for from seven 
to ten months of actual teaching work for half of each day. 

A sufficient number of advanced students entered the school to make a graduating 
class of sixteen the first year. 

By an arrangement with the city of De Kalb the critic force was at first drawn 
from the regular teachers in the public schools. It soon became necessary to increase 
the force thus available. In the second year, Mrs. Lida B. McMurry, the widely 
known primary critic at the State Normal University, came to the institution, where 
she still remains. Luther A. Hatch, a graduate of the same school, and for some years 
a principal at Moline and Oak Park, became the principal of the training school 
at the Normal building with the beginning of the second year. This work had been 



THE EDUCATIONAL HISTORY OF ILLINOIS 249 

done for a portion of the first year by Mr. Andrew Melville. Mr. Hatch remained 
in that position for seven years, having a leave of absence for one year while in 
attendance at Teachers College, New York City. At the close of his seventh year 
he became superintendent of schools of the city of De Kalb, and thus entered into 
still more helpful relations with the Normal school. He made a most unqualified 
success in both positions, and died on October 31, 1911. 

Teachers were added from time to time in the practice department until the 
number has finally reached fourteen besides the director of the department. 

The first music teacher in the institution was Miss Rose L. Huff, who remained 
in that position for five years, and resigned to become Mrs. O. R. Morgan. She 
made a phenomenal success and was succeeded by her sister. Miss Charlotte Huff. 

Miss Ida S. Simonson came to the school in the third year to take charge of the 
rhetoric and literature, and continues in the same position. 

Miss Inez D. Rice came to the school in the second year as teacher of geography, 
and after a service of four years resigned to become Mrs. Adkinson. She was suc- 
ceeded by Miss Marion Weller, who is still with the school. 

Professor Keith severed his connection with the institution after eight years of 
service to take charge of the practice work at the State Normal University. After 
a brief term in that capacity he was elected to the presidency of the State Normal 
School, at Oshkosh, Wisconsin. 

Professor Charles served ten years and was called to the University of Illinois, 
where he died in the second year of his service. 

Professor Switzer served for several years and resigned to engage in engineering 
work. He is now assistant in the engineering department of the University of 
Tennessee. 

But the limitations of space will not permit an enumeration of all who have been 
connected with the institution. The following is the faculty for 1911-12: 

John W. Cook, A. M., LL. D., Professor of Psychology and History of Education. 

Charles A. McMurry, Ph. D., Director of Training Department. 

Newell Darrow Gilbert, A. M., Professor of Pedagogy and Assistant in Psychology. 

Edward Carlton Page, A. B., Professor of History. 

Edith S. Patten, Ph. B., Assistant in History. 

Swen Franklin Parson, Professor of Mathematics. 

Anna Parmelee, Assistant in Mathematics. 

Charles W. Whitten, A. B., Professor of Physics and Chemistry. 

Ralph E. Wager, A. M., Ped. B., Professor of Biology. 

Miss Jessie R. Mann, Assistant in Biology. 

Miss Lola E. Swift, A. B., Laboratory Assistant. 

Miss Ida S. Simonson, B. L., Professor of Literature. 

Miss Janet Dewey, A. B., Assistant in Literature. 

Miss Jennie E. Farley, Professor of Reading and Oratory. 

Miss Marion Weller, A. B., Professor of Geography. 

Miss Mary Ross Whitman, A. M., Professor of Ancient Languages. 

William W. Wirtz, A. B., Assistant in Languages and Athletic Director. 

Miss Charlotte S. Huff, Professor of Music. 



250 THE EDUCATIONAL HISTORY OF ILLINOIS 

Miss Vera Wiswall, A. B., Assistant in Music. 

Samuel J. Vaughn, A. B., Professor of Manual Training. 

Mrs. L. Eveline Merritt, Professor of Drawing. 

Miss Alice Aram, Assistant in Drawing. 

Miss Edith Hall, B. S., Professor of Domestic Science. 

Miss Charley Tidd, B. S., Assistant in Domestic Science. 

Floyd R. Ritzman and James Roy Skiles, Principals of Training Schools. 

Critics: Mrs. Lida B. McMurry, Miss Addie L. McLean, Mrs. Cora T. Benedict, 
Misses Carrie B. Edmondson, Tillie C. Bale, Bertha F. Huntsman, Edna Tazewell, 
Mary Fitch, Leonora Dowdall, E. Louise Adams, Mabel Norton and student assis- 
tant, Miss Thompson. 

Mr. George W. Shoop was elected superintendent of buildings at the opening 
of the school and continues in that capacity to the present. 

Summer schools have been held each summer. As now arranged, the terms of 
the year are fifteen weeks in the fall, twelve weeks in the winter, twelve weeks in 
the spring and six weeks in the summer. The last summer term numbered five 
hundred and fifty. 

It is unnecessary to follow the development of the institution in detail. It has 
now been in operation for something more than twelve years. 

. It has added to its equipment an admirable training-school building, a plant house, 
additional space for manual ti'aining, and facilities for advanced courses in music, 
domestic science and art, manual training, art, postgraduate courses leading to a 
degree, and a model cotmtry school two miles away but easy of access. The faculty 
has been more than doubled. A large force of critics takes care of the practice 
work in two city schools with approximatelv six hundred children. Additional 
laboratories supply the facilities for science work. The alumni number more than 
seven hundred and fifty. The grounds have been beautified. The athletic field 
has been supplied with a grand-stand, and, in general, the school has been able to 
keep pace with the growing demands of the times. The General Assembly has 
made all appropriations asked for. 

The Board of Trustees has experienced few changes. Colonel EUwood died in 
1910, after serving as a member of the board for fifteen years. The board at this 
writing consists of Adams A. Goodrich ; Leroy A. Goddard, president ; E. L. Metzell, 
secretary ; Jason C. Ayres, W. L. EUwood ; and the ex officio member, Hon. F. G. 
Blair, the Superintendent of Public Instruction. 

The gi-aduates and undergraduates are found in many of the States of the Union- 
They are serving as principals, superintendents, grade teachers, country teachers, 
critic teachers — indeed, they are in all of the departments of education. Large 
numbers of them have gone to universities where their work at the Normal school 
usually receives credit term for term. Much, vers^ much, remains to be done and 
the school aspires to widen its usefulness with the }'ears. 

THE EASTERN ILLINOIS STATE NORMAL SCHOOL. 

The circumstances under which this school was established have been detailed. 
Attention has been called to the election of Hon. S. M. Inglis to the presidency of 



THE EDUCATIONAL HISTORY OF ILLINOIS 251 

the institution before the termination of his term of office as Superintendent of 
Pubhc Instruction and before the completion of the building. His death neces- 
sitated the selection of another for that office. His first report appears in the Biennial 
Report of the Superintendent of Public Instruction for 1898-9. The following 
historical sketch constitutes the larger part of the report. 

On July 1, 1895, the act creating the Eastern Illinois State Normal School became 
a law. On September 7, 1895, the school was located at Charleston, and December 
2, 1895, a contract was made to erect and enclose the building. The comer-stone 
was laid with impressive ceremonies on the afternoon of May 27, 1896. To the people 
of Charleston the occasion seemed one of the most memorable in the history of the 
city, and the local arrangements were commensurate with their views of the event. 
The interest of the State at large was shown by the number of visitors who responded 
to the city's invitation to be present. Prominent officials and many other dis- 
tinguished citizens of Illinois were among the guests of honor. Thousands of people 
joined in the procession to the grounds and remained, even in the midst of a gathering 
storm, to witness the exercises. The late Father McCann offered the invocation, 
and appropriate hymns were sung by the Shelbyville Glee Club. The Hon. H. A. 
Neal, Mayor of Charleston, delivered the address of welcome. Other notable 
addresses were made by the Hon. I. B. Craig, the Hon. S. M. Inglis, the Hon. Owen 
Scott and the Hon. F. M. Youngblood. The Grand Lodge of Masons of Illinois 
directed the laying of the comer-stone. The work was carried on till the comple- 
tion of the building in 1899. The cost of the building, grounds and furnishings 
represents an expenditure in round numbers of $200,000. 

The building was dedicated on the 29th of August, 1899, under propitious skies 
and in the presence of a throng that seemed to argue a deep interest in the educa- 
tional progress of Illinois. The formal exercises were held in the assembly room 
of the Normal School. Its seating capacit}', though more than fifteen hundred, 
was inadequate for the demands of the day. Probably twice that number were 
denied admission. Such a gathering in honor of a purely educational event appeared 
to be unusual and invited much hopeful comment from the various speakers. An 
all-day program had been provided. In the morning, after the singing of " America 
by the audience and pra^^er by the Rev. J. A. Piper, the Rev. H. C. Gibbs delivered 
the address of welcome. It was acknowledged by the Hon. A. H. Jones, President 
of the Board of Trustees. President John W. Cook, of the Northern Illinois State 
Normal School, welcomed the president and faculty to their new field at Charleston. 
The president of the school responded with a statement of what the new school 
hoped to be and do. Other musical numbers completed the program of the forenoon. 
The afternoon was ushered in with a parade that evoked continuous applause along 
the line of march. The exercises at the Normal school consisted of music by Spen- 
cer's Band, prayer by the Rev. F. W. Bumham, musical selections by the Maennerchor 
of Peoria under the direction of Frederich Koch, the presentation speech by Miss 
Irma Martin, the accepting of the keys by Governor Tanner, the response for the 
trustees by Hon. H A. Neal, secretary of the board, and a special educational address 
by Dr. Richard Edwards. 

The school opened September 12, 1899, with the following faculty: 



252 THE EDUCATIONAL HISTORY OF ILLINOIS 

Livingston C. Lord, President, Psychology and School Management. 

W. M. Evans, B. S., Litt. D.. English. 

J. Paul Goode, B. S., Physics and Geography. 

Henry Johnson, B. L., Sociology' and Political Economy. 

Mrs. Louise B. Inglis, History. 

Otis W. Caldwell, B. S., Ph. f)., Biological Science. 

Edson H. Taylor, B. S., Mathematics. 

Anna Piper, Drawing. 

James H. Bro^^^llee, A. M., Reading. 

Luther E. Baird, Assistant in English. 

Francis G. Blair, B. S., Philosophy of Education and Applied Psychology-. 

Friedrich Koch, ]\Tusic. 

Bertha Hamlin, Critic Teacher in Grammar School. 

Edna T. Cook, Critic Teacher in Grammar School. 

Alice B. Cunningham, Critic Teacher in Primary School. 

May Slocvim, Critic Teacher in Primary School. 

Frances E. '\'\'lietmore. Registrar. 

In his address Dr. Edwards sketched the history of the American Normal School. 
He discussed its function and the place which it had made for itself in American 
elementary education. Who was so well qualified to speak on the theme assigned 
him! He had been vitally connected with the schools of that character for a large 
part of their existence. The student of the subject will find valuable material for 
his purposes in this address. 

There was no little competition for the presidency of the Normal school. The 
Board of Trustees showed their wisdom and independence by the emplo}-ment of 
]\Ir. Lord. He had been for some years in charge of a similar institution at Mankato, 
]\Iinnesota. The clearness of his view, the singular aptness of his speech, his direct 
and incisive method of attack and his delightful personality united to impress the 
Board with his especial fitness for the position. The years have justified their choice 
and have given to President Lord rare prominence in education in the State. 

The courses of study offered were a one-year course for graduates of reputable 
colleges, a two-year course for gi'aduates of approved high schools having four-year 
courses, a three-year course for graduates of high schools of shorter courses and for 
undergraduates of high schools, and a four-year course for graduates of raral schools. 
These courses are substantially the same as those offered b}- the companion school 
at the north. Indeed, as these two schools were together in their establishing so 
they have kept practically abreast since. The Eastern School has been somewhat 
the larger, while the Northern School has graduated the larger classes because of the 
larger number of high-school graduates of advanced grade. Perhaps the Eastern 
School has accented general scholarship more highl}' and the Northern School the 
element of practice teaching. 

Earty in the history of his administration Dr. Lord began to agitate the question 
of a house for the women. He was forttmate enough to get a bill through the General 
Assembl}-, but it experienced a veto at the hands of Governor Yates. He was not 
disheartened, however, but made a second attempt at the next session of the legis- 



THE EDUCATIONAL HISTORY OF ILLINOIS 253 

lature. The bill was again passed and Governor Deneen approved it. The build- 
ing was at once begun and was pushed forward to completion. It has demonstrated 
the wisdom of the plan and two more of the State schools have followed the sugges- 
tion. Others will do likewise. Dr. Lord was the pioneer in this enterprise and 
deserves to be accredited with the innovation. In 1911 he secured an appropriation 
for a training-school building and it will be erected within the near future. 

The site of the school lent itself to improvement. It is a level field and has been 
treated in a very satisfactory manner under the artistic discrimination of the presi- 
dent. It was extremely fortunate for the institution that a man of such excellent 
judgment was in charge at so critical a time in the history of the school. The grounds 
must be accounted as beautiful, to say the least, as those of any of the similar schools, 
and in the opinion of many they are regarded as the most beautiful. 

When President Lord went to Charleston he took with him several of the men 
who had been with him at Mankato. It is a fine tribute to his skill in selecting 
his helpers that he has not been able to keep them. Professor Goode and Professor 
Caldwell were taken to the University of Chicago. Professor Johnson was enticed 
to Teachers College, Columbia University. Professor Blair has become one of the 
historic Superintendents of Public Instruction. Others of fine abihty have been 
called to take their places, but it is far from easy to attract to the Normal schools 
men of such unusual talents. 

The following is the faculty of the institution as appears from the catalogue of 
1911: 

L. C. Lord, LL. D., President, Psychology and School Management. 

E. H. Taylor, A. M., Ph. D., Mathematics. 

Anna Piper, Drawing. 

Frederich Koch, Music. 

Ellen A. Ford, A. M., Latin. 

Thomas H. Briggs, A. B., Grammar and Literature. 

T. L. Hankinson, B. S., Biological Sciences. 

Caroline A. Forbes, Manual Training. 

Annie L. Weller, B. S., Geography. 

Albert B. Crowe, A. M., Physics and Chemistry. 

J. C. Brown, A. M., Mathematics. 

Florence V. Skeffington, A. B., Rhetoric and Literature. 

S. E. Thomas, A. M., History. 

Lotus D. Coffman, A. B., Ph. D., Supervisor of Training Department. 

Anabel Johnson, A. M., German and History. 

Edgar N. Transeau, A. B., Ph. D., Biological Sciences. 

Forrest Sumner Lunt, A. B., Reading. 

M. W. Deputy, A. M., Supervisor of Training Department. 

Clara Miller, Mathematics. 

Leonard Davis, English and Mathematics. 

Edith Ragan, Critic Teacher in Grammar School. 

Isabel McKinney, A. M., Critic Teacher in Grammar School. 

Genevieve Fisher, Critic Teacher in Grammar School. 



254 THE EDUCATIONAL HISTORY OF ILLINOIS 

Mellie A. Bishop, B. L., Critic Teacher in Primary School. 
Anna H. Morse, Critic Teacher in Primary School. 
Elsie Woodson, B. S., History in the Grades. 

Mary J. Booth, A. M., B. L. S., Librarian. 
Alice M. Christiansen, Gymnastics. 

Charlotte M. Jackson, B. L. S., Assistant Librarian. 
Grace Ewait, Registrar. 

Mary E. Hawkins, Head of Pemberton Hall. 
Walter Nehrling, Gardener. 

THE WESTERN ILLINOIS STATE NORMAL SCHOOL. 

The struggle which w^as necessar}^ to secure the two new Normal schools has 
been briefly described. It was in marked contrast Avith the movement which resulted 
in the act establishing the fifth school. Without any especial effort on the part of 
the educational men — indeed, with the knowledge of but a few of them — the bill 
for the Western Illinois State Normal School was introduced and passed by the 
General Assembly. This interesting event is easily explained. The Speaker of the 
House, Hon. Lawrence Y. Sherman, attended to the matter. He should always be 
remembered in connection Avith the founding of the institution. 

The act declared that the school should be located west of the fourth principal 
meridian, in AA'hat is knoAvn as the Military Tract. It w^ent into effect on the 1st 
day of July, 1S99. The Governor appointed a Board of Trustees, who were to locate 
the institution, but because of the inability of the members to agree upon a site 
their resignations were accepted and a new board was appointed in July, 1900. 
Macomb was selected, a beautiful tract of some sixty acres having been donated for 
the needs of the school. An appropriation of $75,000 had been made by the General 
Assembl}' and with this sum the work was begun. The city had made ample pro- 
vision for water supply, for drainage, for the construction of suitable walks and 
pavements and for such additional modem conveniences as are demanded by such 
an institution. The comer-stone Avas laid on December 21, 1900. 

In the address by GoA^emor Tanner he reaffirmed his faith in the principle of the 
wisdom of the professional training of teachers by the State. 

Robert Bruce Watson Avas at that time State Architect. The plans and speci- 
fications were therefore prepared in his office and tmder his directions. He built 
for the centuries. The building, in point of strength and durability and elegance 
of finish, far surpasses any of the other Illinois State Normal School homes. In its 
internal construction it resembles a city school rather too much for the greatest 
conA^enience of a Normal school, but the embarrassment is slight, and it is a notable 
example of what a State has been willing to do in the way of a Normal school. Its 
cost AA'as about tAvice as much as that of any of the other school buildings. Time 
will demonstrate the wisdom of the expenditure if anv demonstration be needed. 

The courses offered were about the same as those in the earlier schools. Rather 
greater emphasis AA^as placed upon the preparation of country school teachers, pos- 
sibl}^ but otherAvise there Avas slight difference. 



THE EDUCATIONAL HISTORY OF ILLINOIS 255 

The following gentlemen were members of the Board of Trustees who located 
the school and organized its faculty : 

Hon. Charles J. Searle, Rock Island, President. 

Hon. Frank E. Blane, Petersburg, Vice-President. 

Hon. B. M. Chipperfield, Canton, Secretary. 

Hon. F. R. Jelliff, Galesburg. 

Dr. George W. Ross, CarroUton. 

Hon. Alfred Bayliss, ex officto. 

Considerable difficulty arose when the question of the selection of the faculty 
was to be settled. In consequence of differences of opinion there were some resig- 
nations, but the following ladies and gentlemen were finally appointed: 

J. W. Henninger, Psychology and School Management. 

S. B. Hursh, English Grammar and Literature. 

W. J. Sutherland, Geolog}- and Geograph}^ 

James C. Bumes, History and Civics. 

E. S. Wilkinson, Arithmetic, Algebra and Geometry. 
H. L. Roberts, Biology. 

J. P. Drake, Physics and Chemistry. 

F. J. Fairbank, Latin and German. 

S. L. Smith, Drawing, Writing and Physical Culture. 

Miss Winifred Swartz, Director of Music and Physical Culture. 

Miss Margaret Dunbar, Librarian. 

Miss Cora Hamilton, Training Department. 

Miss Edna Keith, Critic Teacher. 

Miss Laura Hazle, Critic Teacher. 

Several of the members of this first faculty were teachers of admirable repute in 
Illinois. Others were less widely known. Mr. Hursh and Mr. Sutherland were 
graduates of the Illinois State Normal University, and Mr. Roberts and Miss Hazle 
had been students there. Miss Hamilton was widely known as a lecturer and as 
an institute worker. Mr. Henninger had been superintendent of schools at Jackson- 
ville just before his appointment, and had held other educational positions in the 
State. Mr. Bums had served for several years in similar positions. 

The school was opened September 23, 1902, although the building was b}^ no 
means completed. A good enrollment greeted the faculty on the first day, the 
number being one hundred and forty-one in the Normal department and ninety-six 
in the training school. This was a most encouraging beginning. The Military Tract 
greeted the new institution with the utmost enthusiasm, and the whole State regarded 
the entei-prise with the warmest interest. The plan adopted at the Eastern School, 
of holding sessions Saturday instead of Monday, was followed here, for the purpose 
of giving an opportunity to teachers who are engaged in teaching to derive some 
help from the school. Summer sessions were also provided for. 

The report of the president to the Superintendent of Public Instruction in 1904 
shows a most prosperous condition. Over four hundred were enrolled and a training 
school of about one hundred and fifty had been organized, besides a preparatory 
school of abotit forty. These figures show the need of an institution of its kind in 



256 THE EDUCATIONAL HISTORY OF ILLINOIS 

that part of the State. The building had now been completed for some time and 
its equipment was excellent. It had provided a manual training department and 
school garden and was establishing itself on all the lines of the best modem 
schools. 

In June, 1905, President Henninger resigned. He was succeeded in the work 
of director of the institution by Samuel B. Hursh, Acting Principal and Professor 
of English. Professor Hursh had been of the utmost assistance in the development 
of the school, and had won the warm admiration and sincere respect of all who were 
in any way connected with the school or who were informed as to the work that it 
was doing. 

On May 8, 1906, Hon. Alfred Bayliss was elected principal, with the understand- 
ing that he should give to the management of the institution such time and effort 
as he could spare from the discharge of his duties as Superintendent of Public Instruc- 
tion. As his term would expire at the close of the calendar year it was expected 
that he would then be able to enter upon the duties of his new position. 

A reorganization was effected by which three departments were organized: The 
Normal School; The Normal Elementary School; The Academic School. The 
school 5''ear was divided into four quarters of twelve weeks each, the summer quarter 
being divided into two terms of six weeks each. 

When Mr. Bayliss assumed the management of the school he began to work out 
a scheme that was very near his heart. He was convinced that the country school 
had been neglected and he therefore determined to put the Western Normal School 
as near as possible to the country teacher. He employed Miss Mabel Carney as 
teacher of a model country school and used it as an illustration of what an enthu- 
siastic and capable woman can do in such a situation. Her remarkable work gave 
a great impulse to all movements looking toward the improvement of the rural 
schools. Her subsequent services in that direction have attracted much attention 
from the country at large. 

Mr. Bayliss found it necessary to reorganize his faculty, and did so in his char- 
acteristic way. Enmities were aroused and there was much of criticism, but he 
proceeded quieth' and modestly but persistently. He had a burden to carry, but he 
bore it as his friends knew he would. Time brought him its rewards. He saw the 
school under his management go through its days of trial and take an honored place 
among the institutions of its kind in this countr}^ The material for its study is 
available to the student of education and need not be recorded here where space 
is of necessity so limited for the happenings of these recent years. 

Shortly before the time for the opening of the school in September, 1911, the 
educational people read the startling news that Alfred Bayliss had received a fatal 
injur}- and was dying. The news proved to be all too true. After a short period 
of tmconsciousness, interrupted by brief moments of semi-consciousness, this 
admirable man passed out into the shadows. It is not easy to express the 
sense of profound sorrow that was experienced because of this most unfortunate 
event. 

School and Home Education published in the October, 1911, number the following 
memorial contributions; 



THE EDUCATIONAL HISTORY OF ILLINOIS 257 

We in Illinois knew Alfred Bayliss as a teacher; his family knew him in his manhood first as a 
soldier and then as a husband, father and citizen; to them "He is our dead soldier, who never flinched 
on the firing-line whether it was guns or opinions that confronted him." 

Of the teachers of Illinois none was intimately associated with him for so long a time as was 
Professor S. B. Hursh, of the Macomb Normal. He writes as follows: 

" The twenty-five years of my acquaintance with Alfred Bayliss, the latter part of which brought 
us much together, enabled me to know him more intimately than most men. Our rivalry, if such 
I may assume to call it, in the city of Sterling years ago, grew into a genuine esteem and friendship. 
Our work in the last ten years brought us closel}- together and I learned to know him well. 

"He was a man of clear intellect, not brilliant as that term is generally understood, not quick 
in reply or repartee, and never acting or speaking for effect; but rather characterized by the sureness 
of second thought, measured in judgment. His speech was straightforward, accurate — it was 
himself. When the matter in mind was vital he spoke with true eloquence. 

"Firmness of will was not wanting, yet he was never obstinate, never demonstrative in any act 
of volition; yet he knew no compromise against his judgment. 

" Mr. Bayliss was not often moved by emotion in what he said or did; one might well take him 
as the type of a man whose emotions are fully rationalized ; but an almost secret tenderness was a 
constant part of his social life. His sympathies were ready and keen to any one in need, especially 
in need of a 'chance.' He had not much interest in pyrotechnic patriotism, but his love of country 
and the flag was almost a passion. 

"In a social way, some who did not know him well thought him cold, and this is not to be won- 
dered at, for his fellowship was rather that of the mind than of the outward personaHty. His sense 
of justice seemed unique. He was fair to his friend and critically fair to one who wronged him. He 
would defend his enemy and extenuate his fault beyond that of any man I ever knew. 

"He saw deeply into questions of educational righteousness, and the State's obligation to the 
whole State was his constant purpose while he served the State as its educative head. 

"The legislative measures he so tenaciously sought to have enacted were not conceived after he 
entered the office of public instruction ; he had clearly stated them many years before. Many times 
in conversation he had uttered, with the force of conviction, that the State owes a larger duty to the 
' one-room school ' than it has yet assumed, that every boy and girl in Illinois should have full high- 
school education free, that the consolidation of the rural school should be steadily sought until it is 
won. How well he kept faith with his own educational doctrine may be seen in his work in the last 
fifteen years. 

" Mr. Bayliss's work in the Western Illinois State Normal School is characterized by steady 
progress in bringing the work of the Normal school nearer to the needs of the public schools, both 
rural and urban, and the policy he has steadily followed is beginning to be felt. In this our loss is 
serious, that he has passed when in the midst of a work that he better than any other man could carry 
to completion, because it was his work." 

Francis G. Blair succeeded Mr. Bayliss in the office of State Superintendent of Public Instruction. 
He speaks as follows from his acquaintance with the results of his work as well as long friendship with 
the man: 

"Alfred Bayliss kept his back yard cleaner than his front yard. He was too big a soul to be 
studied from just one point of view. To know him you 'had to go all around him. His worst mis- 
fortune was to be misunderstood by those who caught only a fragment of his meaning or purpose. 
Solid and compact in thought and utterance, he possessed a lofty imagination. Yet many who knew 
him partially will insist that he was matter-of-fact and devoid of fancy. But those who knew him 
best and at his best will remember the occasions when his solid judgment united with his vigorous 
imagination to find a way out of a situation which seemed well-nigh impossible. They will recall 
with delight his play of fancy which gave life and tone to many social gatherings ; his easy approach 
to children and ready entrance into their life and thought, and his warm sympathy for and his quick 
response to those who were in need of help. 

"His work, like his character, was central and solid rather than superficial and brilliant. An 
17 



2oS THE EDUCATIONAL HISTORY OF ILLINOIS 

inborn mingling of caution and modesty, often mistaken for timidity, gave a hidden subterranean 
character to some of his greatest achievements. His abihty to seize upon the central idea in a large 
and complex situation and to state it in simple language enabled him to accomplish manv large things 
so quietly that neither the friends nor the enemies of the measure knew what was going on. If he 
ever fired off a skyrocket it was done -unth a long and slow fuse, which allowed him to get so far away 
that some mere passer-by got the credit and the glory of the demonstration. We are still discovering 
the big things done by him during his eight years as Superintendent of Public Instruction, which at 
the time of accomplishment attracted little or no attention. 

"He had just brought the Western State Normal School through a most critical period of its 
existence and laid the plans for its future growth and development. The trustees had unanimously 
approved these plans, and had shown their appreciation of his worth and services bv increasing his 
salary from $4,000 to $5,000 against the protest of Mr. Bayliss. Although he never drew the salary- 
much of the thought and work which made him worth it will appear in the development of the school 
during the next quarter of a centun,-. His work always shows best from the rear." 

J. Stanley Bro'mi expresses, in the few sentences following, the sense of help which so many felt 
that they received for their ovm work from contact -u^th I\Ir. Ba}iiss: 

"Mr. Alfred Bayliss's untimely death was a distinct shock to his friends. He had come to the 
period of his life when we expected the greatest fruitage. 

"He had had a broad training, a wide experience, and was a man of vision. What he predicted 
when he entered the office of State Superintendent has begun to take place. He was probablv inter- 
ested more in the problems of secondary education than in any other field. 

"He loved the type of high school represented by the To-miship High School in Illinois, and often 
remarked that the To'n-nship High School had done more to solve the problem of unequal oppor- 
tunities than any other institution. 

"He labored long and hard to secure high-school privileges for all girls and bovs of high-school 
age, regardless of their location. He clearly saw that the boy who happens to be bom on a farm ten 
miles from a high school ought to have som.ething done for him as well as the boy who happens to be 
bom in a city, and it was of this type of boy that he was thinking when he so spoke of the Township 
High School. 

"Mr. Bayliss was an optimist. He was a progressive in the best sense, and wherever Illinois 
educators are gathered, his name and his influence will have weight." 

Superintendent P. R. Walker, of Rockford, was the first school man in Illinois to take the hand 
of Mr. Bayliss when he came to the State as a teacher. He -mites: 

"Alfred Bayliss was a soldier in the civil war and I am glad that I had the honor of his friendship 
as a teacher, while at Sterling, and later while in charge of the To-mnship High School, at Streator. 
He was f-wice selected Superintendent of Public Instruction and later president of the Macomb Normal. 
All pi these positions he held -n-ith credit to himself and satisfaction to the people. 

"He was a true, active, upright, conscientious, conservative, yet progressive officer and man. 
He formed his opinions -with due consideration, so we knew where he stood on every educational 
problem. While State Superintendent he was instrumental in many changes for impro%'ing the con- 
ditions in the schools, as well as leading the movement for impro-ving the social and agricultural 
interests in the rural districts. 

"As President of the Macomb Normal he was laying a broad foundation for the best interests 
of the schools of the State." 

Other words of appreciation : 

"He was true to his con\ictions, strongly attached to his friends, and unflinching in whatever 
he thought was right. I came to know him in an intimate wa}^ when he was a member of the Board 
of Trustees of the University of Illinois, with which I was associated. At a time when the University 
was expanding and upbuilding rapidly, when it had to meet a m\-riad of troublesome questions, he 
could always be relied upon, not only for his -absolute honesty and independence, but quite as much 
for his clarity of judgment and forcefulness of statement." — Axbrew S. Draper, Commissioner of 
Education for New York. 



THE EDUCATIONAL HISTORY OF ILLINOIS 259 

" There were few that I held in such high esteem, and added to that was an increasing fondness." — 
Dr. L. C. Lord, President Eastern Illinois State Normal School. 

"The cause of education has lost one of its most faithful students and most conscientious advo- 
cates." — President D. B. Parkinson, President Southern Illinois State Normal University. 

"The schoolmaster has gone to his reward. We honor him for his fine services in posts of high 
responsibility, and most of all for his genuine manhood." — President David Felmley, IlHnois 
State Normal University. 

" Not only the family, but education in Illinois will feel the loss of Alfred Bayliss." — Mrs. Ella 
Flagg Young, Superintendent Chicago City Schools. 

"I have but few friends, and of that few I felt that he was the most surely mine." — Orville T. 
Bright, Assistant Superintendent, Chicago City Schools. 

"He was a strong man, a good friend, and we all loved him." — David Arnold, New York. 

"One of Illinois' most noble sons; a man who filled to the full every place he was called upon to 
occupy." — William Hawley Smith, Peoria, Illinois. 

"Added to all this was a character of sturdy, straightforward, manly independence and honesty. 
Nor was there in this integrity and rectitude of character the least iota of pedantry or narrow bigotry. 
Setting a mark of exact honesty for himself to follow, he always gave to others the benefit of the doubt." 
— W. H. Hainline, Macomb Journal. 

"It is a great thing, after all, to live like a man and die like a man. This he did — what more 
can be said?" — O. B. Ryon, Streator. 

"Alfred was my friend and fellow school man for many years and a comrade whom I revered." — 
C. C. Duffy, Dep't Com., G. A. R. 

"I have known Mr. Bayliss for nearly thirty years and have valued his friendship as highly as 
that of any man I have ever known. He was constant. He was genuine. He was loyal. . He was 
a man. And so his death is a permanent loss, not only to his family but to the State and to his host 
of friends." — William S. Mack, Chicago. 

"Illinois loses one of the most tireless workers for better things in our schools. He has laid foun- 
dations upon which others will build." — George A. Brown, Editor School and Home Education. 

The faculty of the Normal School at Macomb has many precious memories of President Bayliss. 
Something of their appreciation finds expression in the following words : 

"In his relations with his associates he exhibited rare patience and was most kind. He never 
allowed any one to exceed him in generosity, and always praised the virtues of the unappreciated. 
His gentle spirit filled the soul of a friend with cheerfulness, and he always dealt kindly and justly 
with those in opposition. With the subtlest tactfulness he wove the threads of social divergence 
into a fabric of happy companionship with the delicacy of a genius. So perfect were his adjustments 
with the members of his faculty that none felt the slightest restraint. In whatever pubKc relation 
the school functioned, it found in him a man who presided with grace and dignity. 

"What has been accomplished in the five years of his labors can not now be expressed. The 
scholars of future years will live to declare it. Even now his ideas have been incorporated into the 
curricula of other Normal Schools. 

"In the daj'S of our sorrow we seek for an outward expression of the true worth of a great man, 
but find it not. We can not, neither is human experience old enough, to become accustomed to such 
a loss, yet if we accept it as an event in the eternal plan, we will agree that his life was supremely 
beautiful in its fullness and completeness. The spirit of the man and his works remain with us, and 
we accept their beneficent influence with sincere appreciation." — The Faculty of the Western 
Illinois. State Nokmal School. 

John W. Cook, in these closing paragraphs, draws a picture of the man we knew, and expresses 
the sense of strength and of integrity which drew and bound us to Alfred Bayliss as a friend and trusted 
counselor; 

"I can not now recall when I first met him. It was many years ago, however, probably in the 
middle seventies. When he came to the State Superintendency I felt a sense of personal intimacy 
although we had not been much together. After that it was a case of warm regard and sincere respect 



260 THE EDUCATIONAL HISTORY OF ILLINOIS 

on niv part. In his personal appearance he was one who caught the attention and would not easily 
be forgotten. He was a modest man, never seeking the center of the stage, yet he was not without 
his ambitions, as his public career demonstrated. I am sure that he never overestimated his capacities, 
and I am impressed with the thought that he did not credit himself with the generosity that his powers 
deserved. 

"For manv reasons I was especially anxious that he should accept the presidency of the AVestern 
Normal School, and I did not hesitate to say so to him. But he distrusted his fitness for the place, 
and met me wath such suggestions as that he was not a Normal school man, that a high school or 
a college would be a more suitable place for him. In answer it was urged that he had been on the 
boards of Normal schools for eight years; that he knew of their work and especially of their spirit, 
and that he was in full s\-mpathy -with their ideals. Doubtless others met his hesitation with similar 
argtnnents. At anv rate, he was finally con\-inced and undertook his delicate task. 

"I have not the sKghtest doubt that he had the most difficult situation to face of any of us. How 
he met it is a matter of history. I do not care to go into the story, for others know it better than I. 
Those of us up this way who Imew him were contented to wait wdth contidence until he solved his 
problem, for we were assured that he would do it in such a way as to satisfy all fair-minded men. 

"He was full score of years in Sterling in charge of the scliools of the second district. His is a 
name to coniure ^^-ith over there. He is enshrined in their hearts. They talk in the same way about 
him at Streator. where he had charge of the To-s\Tiship High School, although he was there but a com- 
paratively short time. The four Biennial Reports that he issued when he was State Superintendent 
are the permanent history of what he did while in that office. You have but to open the tirst one 
to discover where his warmest sympathies were enlisted. The country school was his main solici- 
tude and he began that campaigii for its betterment that has been so vigorously waged by his 
successor. 

"AMien he went to Macomb this idea was still uppermost in his mind. He was the first to take 
over a country school and he gave Mabel Carney A chance to show what she could do -with it. Some 
of us are follo%\'ing his example, and the end is not yet. 

"Alfred Bayliss is well defined to the educational people of Illinois. The equities have been 
satisfied wherever he has gone. He seemed to have been ordained for Sterling; he filled the place 
abundantlv at Streator; his eight years were well spent in Springfield; he was the right man to repre- 
sent the Normal School element of the Educational Commission ; ilacomb needed him and got him. 
He was as honest as the calculus; he had no excesses of enthusiasm nor lapses of balance; he seems 
never to ha\-e been in any false position for which apologies were required. He held the even course, 
willing to wait and \\-illing to work, and believing, meanwhile, in an outcome that would be his ample 
justification. The gentle cultures were ingrained in his life. He was a gentleman — 'to the manner 
bom ' and to the manner bred. His spirit is well expressed in the following quotations from an address 
to one of his classes: ' The truth is. we can never sell life for a price. ' ' Make the real price nothing 
if vou would receive all. Pra\- only for elbow-room, insight, courage, strength, and leave to work. ' 
'It is the peculiaritv of our work that in a very large sense it is its own continuing and increasing 
reward. As in hardly any other form of human endeavor the workman both loses and finds himself 
in his work.' 'You mil not hurry. Neither will you rest. As well try to hurry the stars in their 
courses as to hurry life. With this attitude of mind toward }-our chosen task, one element of your 
reward appears in advance. You will belong to the worthy fellowship of men and women who can 
sing at their work. In due time, strength and insight and skill will come to you, and in the common 
school, God's nurser}- of men, you shall find a vantage ground for a social service far beyond the 
power of silver and gold, and fame, and the fleeting acclamations of men to measure or reward.' " 

"And to him our last hail and farewell." — Ci..\ss of 1884, Sterling, Illinois. 

Mr. Bayliss was bom in Bledington, County of Gloucester, England. I\Iarch 22, 
1847, and was christened in the Episcopal church of the parish, "^^lien a child of 
six years his parents came to America and settled in Hillsdale, Michigan. Soon 
after their anival his mother died. She seems to ha\"e been a source of encourage- 



THE EDUCATIONAL HISTORY OF ILLINOIS 201 

ment to young Alfred to seek an education and through her influence he had already 
gained an esteem for books. 

He began to care for himself when very young. He managed to work his way 
through the academy and had done some college work when, in 1863, at the age of 
sixteen, he enlisted in the 11th Michigan Cavalry and served until the close of the 
war. 

' Although the war had interrupted his education he did not allow it to break up 
his plans for an education. When his soldiering days were over he re turned to the 
college and graduated about 1869, after he had earned his way by teaching school 
and doing odd jobs that opportunity threw in his way. 

In 1870, he was elected principal of the La Grange, Indiana, schools and later 
became superintendent of the schools of the county. While there he married Miss 
Clara Kern, with whom he had become acquainted in college. For some time she 
taught with him. She has warmly sj^mpathized with him in his career as a teacher, 
and has made a place for herself as a writer in current educational literattire. 

In 1870 Mr. Bayliss became the superintendent of the schools of the central 
district at Sterling, Illinois. After teaching for a time he withdrew from the school- 
room and engaged in joumalism, having purchased an interest in the Sterling Stan- 
dard, but the school board induced him to leave a successful enterprise and return 
to the supe^intendenc3^ after an interval of two years. He retained the position 
until 1894, when he resigned to make his first canvass for the office of State Super- 
tendent of Schools. Although popular favor was with Mr. Bayliss he was defeated 
in the convention. He was for a time identified with the Child Study Monthly, but 
soon accepted the principalship of the Streator High School. 

In 1898 he was nominated and elected by the Republican party to the office of 
State Superintendent of Public Instruction, which he held for two terms. Before 
the expiration of his term of office he was elected to the presidency of the Western 
Illinois State Normal School and entered upon the duties of his position in 1906 and 
continued there until his death by accident on the 26th of Augtist, 1911. He is 
survived by his wife, two daughters and a brother. 



262 THE EDUCATIONAL HISTORY OF ILLINOIS 



CHAPTER XIII. 
THE COUNTY NORMAL SCHOOL. 

A FEW of the States of the Union have interested themselves in count}^ Normal 
schools as a solution of the problem of securing competent teachers. In 
recent j^ears Michigan and Wisconsin have taken the lead and have indicated 
what can be accomplished in that direction. 

Illinois has had an interesting experience with institutions of this character. As 
will be seen, as this article develops, there have been three such schools in the State, 
and a law authorizing their organization has been for many years on our statute 
books. Although these schools have had their day and have disappeared, there 
are faint indications that they will reappear and that they will become the agencies 
for supplying the rural schools with competent teachers. 

In 1869 the General Assembly passed "An Act to enable counties to establish 
county Normal schools." This act was approved by the Governor, March 15. It 
provided that the board of supervisors in counties having township organization, 
and the county court, in other counties, may establish a county Normal school for 
the purpose of fitting teachers for the common schools. These bodies were author- 
ized to levy taxes and appropriate moneys for the support of said schools, and also 
for the purchase of grounds and buildings and all necessary material and equipment. 
It was provided that in counties not under township organization the county court 
shall not be authorized to proceed until the matter shall have been submitted to a 
vote of the people at a general election and approved by a majority of all votes cast 
at that election on that subject. 

The board of control of these schools is called the Countv Board of Education, 
and consists of not less than five nor more than eight persons, of which the chairman 
of the board of supervisors or the judge of the county court, as the case may be, 
and the county superintendent of schools, shall be ex officio members. The other 
members shall be chosen by the board of supervisors or the county court, and shall 
hold their office for three j'ears. 

Said board possesses the powers of school boards generally. Its secretary is the 
county superintendent of schools. Two or more counties are authorized to unite 
in supporting a school. 

The closing section of the law legalized the action of boards of supervisors that 
have already established Normal schools and gave to their managing boards all of 
the powers conferred by the previous sections of the act. The significance of this 
action will appear later. 

The father of the county Normal school in Illinois was John F. Eberhart, the 
first county superintendent of schools in Cook county. The interest which he mani- 
fested in popular education explains many of the best features of the school law, 



THE EDUCATIONAL HISTORY OF ILLINOIS 263 

as he was^present at the sessions of the General Assembly for sixteen years, beginning 
with 1865, and was also present at the Constitutional Convention of 1870, diligently 
striving to secure needed changes in the fundamental law. 

Mr. Eberhart was elected school commissioner of Cook county in 1859. He 
says: "There was but little interest in education outside of Chicago. The county 
schools were without system and were very inefficient and neglected. There had 
been no school supervision, because the pay for such services was only $2 a day. 
Certificates had been given indiscriminately at the request of directors and many 
were teaching without certificates. I looked into the situation and resolved to visit 
the schools, and did so without other money compensation for the first year than the 
$2 a day for the hundred days, which was just what it cost me for a horse and buggy. 
The second year the Board of Supervisors made the compensation 13 a day for two 
hundred daj^s. There were then fifty-five teachers in the city and one hundred and 
ninety-eight in the county outside the city. The other compensations of the office 
were SI for each certificate issued and two per cent commission on all school moneys 
paid out. 

" The situation was not inviting at first. Much of the territory about Chicago 
was occupied by 'squatters' and renters, mostly of foreign birth, who had but little 
interest in schools except to get money out of them. In one district adjoining the 
city one director was paid $50 a month to superintend the erection of a two-room 
schoolhouse; his son got $5 a week as janitor, and daughter $50 a month as teacher, 
although she had no certificate. In another district two of the directors signed the 
, teacher's schedule by making their mark: in another the teacher was paid $1,200 
a year, and out of that sum was required to build a $600 schoolhouse out of a fund 
which could be legally paid only to teachers for their services. In another district 
there was a complaint that the teacher got drunk. I visited the school at 2 p. m., 
and found two or three children playing outside the schoolhouse and no one inside. 
I inquired whether the school was in vacation. They said it was not, but that ' the 
teacher was down there at that house, ' and one of them volunteered to go for him. 
While the messenger was gone I plied the other children with questions and learned 
that the teacher spent most of his time with friends out of school and in saloons, and 
that the attendance was irregular — though his last schedule showed not a single 
absence for a whole term. They also said that he kept a bottle locked in his desk, 
from which he frequently took a drink. His salary was $50 a month and he and his 
friends felt much aggrieved when his certificate was revoked. 

" In trying to change things for the better, of course, prejudices had to be encoun- 
tered. But it is fair to say that teachers, school officers and children were all as good 
as could be expected under the then existing conditions. How to better these con- 
ditions was the great question with me. For it was soon made evident that exam- 
inations, however exacting, could not qualify teachers. Application was made to 
the county board of supervisors, then the financial authorities in the county, for 
$50 to aid in holding a teachers' institute. After some parleying it was granted, 
and the first session of the ' Cook County Teachers' Institute,' still in existence, I 
believe, was convened in session at Harlem, now Oak Park, April 11, 1860, with 
an attendance of seventy-five teachers. Another institute was held in the fall at 



264 THE EDUCATIONAL HISTORY OF ILLINOIS 

.Englewood, and thereafter two each year. Frequent meetings of teachers were also 
held in various parts of the county, where practical matters were discussed and 
instruction given; and a number of township teachers' associations were formed. 
In the meantime I sent numerous communications to the board of supervisors on 
the subject of education, which, if they had not been destroyed by the great fire, 
would give a correct early history of the Chicago Normal School before it came in 
sight of the public. I visited the schools of the county, lectured to the people, and 
personally visited the school officers and members of the board of supervisors at their 
homes, and discussed 'ways and means' for a better system of schools in the county. 
This created sentiment and interest and the board of supervisors readily granted a 
request for a standing committee of education. Paul Coniell, of Hyde Park, was its 
first chairman, and accompanied me in some of my visitations in the county, and his 
reports to the board were of great benefit to the progress of affairs. 

"After much consideration of the subject, and being fully satisfied that there was 
no way to secure qualified teachers except by preparing them, a communication 
was sent to the board of supervisors asking for an appropriation to defray the expenses 
of a three-months teachers' institute in which the teachers would have free instruc- 
tion. I think the amount asked for was only $600. I also called it a ' Teachers' 
Institute, ' as the people had become somewhat familiar with that title, while the name 
' Normal School ' was not familiar to many of them at that time. The matter was 
referred to the committee on education and was generally discussed throughout the 
county, which increased an interest in favor of the project. 

"About this time a new board of supervisors was elected and a new committee 
on education was appointed. Hon. E. J. Whitehead was appointed chairman. He 
was then a young attorney of ambition and ability, and when asked by the ' political 
gentlemen' who gave out the 'jobs' and 'positions' and arranged committees, what 
he wanted, he said he wovild be pleased with the chairmanship of the committee on 
education; whereupon the aforesaid gentlemen answered that 'the position don't 
amount to anything ! ' This gives an idea of the importance attached to education 
by some very intelligent gentlemen politicians of that day. 

" Mr. Whitehead entered into the spirit of the work in hand. He accompanied 
me in some of my school visitations, and after many conferences and discussions 
with him and the committee and the members of the board of supervisors, it was 
finally agreed by the committee to report in favor of a temporary Normal school, 
and Mr. Whitehead, chairman of the committee on education, reported to the 
board of supervisors a resolution for the appropriation of $2,500 per annum for two 
years for an experimental Normal school. 

Meantime I had secured propositions from several towns to furnish rooms and 
accommodations for the school free of charge to the county. There was quite a 
competition for the location, but Blue Island secured it. The school was opened 
there September 2, 1867. This was accomplished largely through the instrumentality 
of the late Heber S. Rexford, the supervisor from that town and a warm and zealous 
friend of education. Blue Island also offered the best conditions as to rooms, fix- 
tures, furniture, etc. When the final vote was taken on the establishment of the 
school there was but one vote against it. 



THE EDUCATIONAL HISTORY OF ILLINOIS 265 

" The question now was where to find the man to place at the head of the school 
for the salary that we were able to pay — $2,000. He must understand Normal 
methods and be an all-around, first-class man and teacher. A county Normal 
school was a new departure and the experiment must succeed. Two things were 
uppermost in my mind ; that its cost must be kept at a minimum and its usefulness 
at a maximum, and that the school should be strictly professional, in exact and 
technical knowledge, and yet most efficient in preparing teachers for the schools of 
the county — the object of its creation. I did not expect that it would be an ideal 
Normal school of advanced scholarship and training, but that perchance it might 
be ideal in its adaptedness to the needs of countr}^ schools. The course must be short 
and the school cheap or the country teachers with their low salaries could not avail 
themselves of its advantages. 

" The city teachers at that time did not seem to think that country schools of the 
county and State were a large factor in the system of education. Nobody appeared 
to realize that the large majority of the children get all — or at least the first and 
most important part of their school training — in these country schools. 

" In most of our large educational meetings the rural district school was seldom 
alluded to, yet from these oft-times neglected country- schools have arisen most of 
the great men of the nation- Trace back the biography of most of our distinguished 
men and you will find that most of them were bom and bred on the farm and had 
the fires of their ambition first kindled in the countr}' schoolroom. It was these 
country children of less opportunity that I was planning for in the establishment 
of both the township high schools and the county Normal school. 

"The spirit of the school in its earlier days was something remarkable. The 
pupils averaged high in character and ability and seemed to fully recognize the new 
conditions and better opportunities that had come to them. There was no pessimism 
in the school. All was hope, harmony, determination and a cheerful expectation 
of a better future. It was a unified effort for a great purpose. The teachers were 
skilled, faithful and energetic, and created an atmosphere in the schoolroom in which 
it was easy to study. No effort or sacrifice was too great for them in the interest 
of their pupils, and their sympathy for struggling students was a great comfort and 
strength to them. 

" Mr. Wentworth and myself created a fund — by contributions from friends 
of the school — the interest of which was loaned to needy students. It was a great 
help to many worthy students and so far as I know was always repaid. 

"A feature of the school that proved beneficial was the bringing into the school 
of outside and stimulating influences. Men prominent in life, and especially dis- 
tinguished educators, were frequently invited to visit the school and address the 
pupils. The county board of supervisors, and especially the committee on educa- 
tion, made frequent visits and was thus made cognizant of its work. All this served 
as an awakening power to the students, gave them a truer estimate of their impor- 
tance in life and a larger sense of their own personal responsibilities. 

" The school flourished and became very popular under Mr. Wentworth 's admin- 
istration. I also took an especial interest in it and visited it frequently and coun- 
seled with the principal and teachers, feeling that the future welfare of the schools 



266 THE EDUCATIONAL HISTORY OF ILLINOIS 

of the county depended upon its success. In my school visitations in the county 
I also advertised it, urging teachers to attend, or at least to visit it and make obser- 
vations. The success of the school was so great that during the second year of its 
existence I made application for its permanent establishment and the erection of a 
new building. The proposition was favorably considered and at the request of the 
board of supervisors I had prepared plans for the present building which were adopted, 
but which, in the course of construction, were so changed that the building when 
completed cost about $140,000 instead of $25,000 — to which I did not object. 

" Up to this time I had worked substantial!}^ alone in the county, so far as city 
teachers or outside help was concerned. I had not even discussed the matter of 
Normal school with Mr. Wentworth until after the school was a fixed fact, and 
I had been appointed to secure a principal. About that time he called to congrat- 
ulate me, and, when I asked him how he would like to be principal of it, he blushed 
like a boy and said, ' If you ivant me there is no place in the State I would rather 
have.' 

. " Mr. Wentworth was a graduate of the Bridgewater, Massachusetts, Normal 
School, and was then principal of the Scammon school of Chicago. He ranked high 
as a teacher, and possessed an energy and a special ambition for this line of work that 
promised well for the undertaking. 

" For his assistant and head of the training school Miss Ma da G. Paddock, of the 
Oswego Normal and Training School, was selected. Two months later, Miss Augusta 
A. Frost, later Mrs. D. S. Wentworth, was elected assistant teacher in the Normal, 
and later on Miss Mary R. Gorton, a graduate of the State Normal University. 
These were all first-class and live teachers in their several departments. 

" The original intention of the school was, as aforesaid, to prepare teachers for 
country schools. It was not expected that it would rank with the great Normal 
schools of the land, but rather be the rallying point for country teachers, where they 
could come and receive inspiration as well as instruction, and at small expense. 
Could it have remained in that humble, practical and useful field of labor it is possible 
that it might have avoided some of the storms that it has had to encounter, for 
evolution always has its pangs. 

" But I am aware that in Cook county and in Chicago it could not remain in that 
then practical field of work. Cook county at that time was a rural county, while 
now it is nearly all city — urban and suburban. The Normal school was placed 
eight miles from the city center with no thought that the city would ever reach it. 
Now it is geographically near the center of the city. The onward sweep of things 
has carried everything with it in enlarged conditions. The school has not only 
been a growth but an evolution as well. 

"It has now passed from the Normal for country teachers to the more advanced 
Normal for city and high-school teachers. While I do not see how this course could 
well have been avoided, or that it even was desirable to avoid it, it has nevertheless 
made vacant the place in our system of State education that it was intended to fill. 
The other counties in the State which have been encouraged by our action to take 
steps in the same direction have, since the change of our county Normal to a city 
Normal, been discouraged. Also the persistent attacks on the school, sent broad- 



THE EDUCATIONAL HISTORY OF ILLINOIS 267 

cast over the State at that time, would have been avoided had the school remained 
in the specific and legitimate work for which it was originally created. But this 
is all of the past and can not now be otherwise. The school now is, as it should be, 
for people who live in a city, and are conditioned to demand high-grade instruction 
and enjoy advanced educational advantages. There was never so much as a ripple 
of disturbance during my connection with the school as county superintendent. 

"As the school had been established at Blue Island for only two years the super- 
visors did not consider the location as fixed for any greater length of time, so there 
was another lively contest for its permanent location. The then town of Lake, by 
giving the present beautiful site of twenty acres and $25,000 in cash, won. This 
matter was largely engineered by the late H. B. Lewis and others, who advanced 
the money to secure the location of the school. 

" It may be interesting to mention that the town of Lake at first proposed to 
give only two and a half acres for a site. They raised their bid to five acres, and 
when I told them that I should strenuously oppose locating the school anywhere 
on less than ten acres and that I wanted forty acres, and when they were convinced 
that a large lot was desirable, they raised their bid to ten acres. In the meantime, I 
induced Dr. Beck, who had one hundred and sixty acres adjoining, to add another 
ten acres. 

" The value of the present site, when the matter of locating the school was first 
discussed, was about $40 per acre. After the location it rated at from $150 to $250. 
Now it is worth $50,000 an acre. The school was moved to Englewood in 1869 
and occupied rooms in the old brick school building now occupied by the Champlin 
school, named in honor of Dr. A. H. Champlin. 

"The contract for the erection of the new building was let June 17, 1869. The 
comer stone was laid by the Grand Lodge of A. F. & A. M. of Illinois. The program 
included a parade, a collation, and an oration by Mayor Rice on ' Education,' and an 
address by John F. Eberhart, County Superintendent of Schools, on ' Normal Schools.' 

"The dedication occurred September 21, 1870. Justice John Summerfield, as 
chairman of the committee, received the keys. Hon. Lyman Trumbull then delivered 
the dedicatory address, followed by addresses by ex- County Superintendent John 
F. Eberhart, on the 'History of the Rise and Progress of the School,' and by A. G. 
Lane, County Superintendent of Schools, on ' The Present Condition and Influence 
of the School.' These were followed by short addresses by ex-Govemor Oglesby; 
Hon. R. B. Mason, Mayor of Chicago; Hon. Willard Woodard, chairman of the com- 
mittee on education of the city council; J. L. Pickard, Superintendent of the Public 
Schools of Chicago; J. C. Dore, first Superintendent of the Public Schools of Chicago; 
Judge Van H. Higgins, and other distinguished gentlemen. 

" The school when once in the new building assumed new airs and proportions, 
growing rapidly in numbers, influence and efficiency. New furniture, new apparatus, 
and new scientific and historical collections were generously added. 

" New teachers of special qualifications were also added as they were needed. 
A few years later the old 'white boarding hall' gave way to the new ' Students' Hall' 
of greater dimensions and more imposing architecture. The school acquired not 



26S THE EDUCATIONAL HISTORY OF ILLINOIS 

only a local but as Avell a State and national reptitation, and distinguished educators 
from all parts of this country and the world visited it. 

"For some years it had smooth sailing tmder a clear sky. But later on clouds 
arose in the horizon. The annual cost was gi-eatly increased, and the members 
of the Board of Education, who were not all distingttished educators, disagreed 
among themselves as to the polic}- of the school. This condition became so aggra- 
vated that in the summer of 1S76 there was a hitch in the board over the election 
of principal and teachers. They stood half and half for and against i\Ir. Wentworth. 
This deadlock contintied and the school was idle tmtil October 27, when the Board 
of Count}- Commissioners took the matter in hand and elected Mr. Wentworth and 
his full corps of teachers and the school tenii was finally opened October 30, 1876. 
The next }-ear I\Ir. "Wentworth was defeated and J. W. Larimore was elected principal. 

"The cause of this result is generally ascribed to politics. JMr. Wentworth and 
his friends felt much agglie^•ed, and at the lu-genc)- and encouragement of some of 
the latter at Dalton, he opened a private Normal school at that place. The school 
district and people there erected a fine building and the school seemed to floin-ish 
with a goodly attendance. But at the end of one year under a new administration 
j\Ir. Wentworth was again elected principal of the County Nomial School, and the 
people of Dalton felt aggiieved that he should leave them after the eft'ort the}- had 
made and the mone}- the}- had expended. During the year of his absence from the 
Normal school the attendance Avas diminished, though Mr. Larimore, who had been 
a teacher imder i\Ir. Wentworth, was said to be a man of high character and fine 
ability. 

'■ In 1873, the com-se of study was changed from a two to a three-year course. 



"After ni}- retirement from the ofiice of coimty superintendent in 1869, after 
ten years of service in that capacit}-, I had no official connection with the school 
until 1S7S, when I was again placed, without m}- laioM-ledge, on the Comity Board 
of Education. Things were now changed, enlarged and advanced. Mr. A. G. Lane 
was again the able and efiicient superintendent of schools, and he and Mr. Went- 
worth had added to the school man}- things beautiful, artistic, tiseftil and scientific, 
and had made the school broader and more complete in its enlarged field of work. 

"Wliat seemed to me to be the greatest need of the school at that time was a 
kindergarten department; and as I Avas always an ardent advocate of the kinder- 
garten as a part of the free-school system of the State I went to a great deal of trouble 
and eflFort, while president of the County Board of Education, to haA-e it introduced 
into the Normal school. ^Ir. WentAvorth faA-ored it — faA-ored it passiA-ely — and 
Mr. Lane was willing, but someAA-hat questioned the propriet}- of attempting it at 
that time. 

"After many interA-iews and discussions both personal and by letter with Miss 
M. H. Ross, of Columbus. Ohio, as to her plans and what she thought she could do 
for us. it AA-as finally decided to emplo}- her and to establish a kindergarten depart- 
ment in the Normal school. She had. as she expressed it, 'made a special study 
of grafting the kindergarten into the public schools.' 



THE EDUCATIONAL HISTORY OF ILLINOIS 269 

"The Board agreed to guarantee her a salary of $600 for the balance of the 
school year, and all of the pupils in the Normal Department were to have free 
access to her lectures. Mrs. Ella Walbridge was appointed as her assistant and 
to take charge of the kindergarten which was organized in connection with 
her work." 

Mr. Wentworth was in failing health for some time and passed away in Denver, 
in September, 1882. Mr. Eberhart says of him, "It is not too much to say that 
he gave the last and best years of his life to the school. To say that he was earnest, 
zealous, able and devoted does not fully express it. His own warm, sympathetic 
life went out to it and touched the life of every student." After the death of Mr. 
Wentworth, Professor William C. Dodge, a graduate of the class of 1871, a man of 
high standing as an educator and later one of the assistant city superintendents, 
acted as principal until the election of Francis W. Parker, who took charge of the 
school on January 1, 1883. 

Mr. Eberhart 's paper closes with the election of Colonel Parker. The selection 
of this distinguished educator marked an epoch in the history of the school and, as 
well, of education in the West. There could be no better indication of the enthusiasm 
with which the school was supported than the engagement of a man with a national 
reputation to manage its affairs. 

Francis Wayland Parker was of New England birth. He was bom October 9, 
1837, in the small New Hampshire village of Piscataquog. He came from a long 
line of teachers and preachers. His early education was very limited, so far as 
attendance upon historic institutions was concerned. He attended the village 
school and afterward a country academy. He began to teach when he was sixteen 
and continued until the breaking out of the war. In 1858 he had come to Illinois 
and he served for a time as principal of the school at Carrollton. When the call 
for volunteers came he returned to his native State and enlisted in the Fourth New 
Hampshire Volunteers. He was elected first lieutenant and rose to the rank of 
colonel. He was universally known as " Colonel" Parker. Wilbur S. Jackman, his 
long-time friend and biographer, says: " Many avenues of success, political and 
financial, were open to him at the close of his military service; but he remained 
faithful to teaching, his chosen profession. ■' I do not remember the day,' he after- 
ward said, 'when I did not believe that I should be a teacher.' " 

In 1872 he went to Germany, in pursuance of his purpose to devote his life to 
education. He was a massive figure, grizzled and bald, with a large head and broad 
face, and bore no little resemblance to Germany's great leader. He once said that 
he went one evening in Berlin to a great supper for boys, and when they saw him 
come in, the word, "Bismark," ran round the tables. He remained at King Wil- 
liam's University three years. He was a man of thirty-five when he entered, so it 
is clear that he knew what he wanted. 

In 1878 he went to Quincy, Massachusetts, and there began a reform work 
which made that modest town a Mecca for school-teachers. His work was so unique 
that his name became familiar to all students of elementary education and a new 
term — " Parkerism" — was added to educational terminology. 

In 1880 he was elected to a supervisorship in the Boston schools and served in 



270 THE EDUCATIONAL HISTORY OF ILLINOIS 

that capacit)- until he was enticed by the Cotnaty Board of Education of Cook 
County to come to Chicago. 

The Coimty Board of Education in 1SS3-4 consisted of Henry F. Donovan, 
President: Albert G. Lane. Secretary, and John Stimmerheld, F. M. "Webster, Dr. 
A. H. ChampHn, Max Stem, Theo. Gerstefeld, and Joseph Donnersberger. 

The factilty was as follows : 

Francis W. Parker, Science and Art of Teaching. 

H. H. Straight, vScience and Maniial Training. 

Will C. Dodge, Physics and Chemistry. 

Eleanor Worthington, History and Literature. 

Emih- J. Rice. Language. 

W. W. Speer, Mathematics. 

Helen R. Montford, Drawing. 

Alexander E. Fr}', Principal Grammar School, Geography and Music. 

Mary A. Speer, Principal Primaiy School, Primary Methods. 

]\lrs. Alice H. Putnam. Kindergarten, Principles and Methods of the Kinder- 
garten. 

Mrs. Frank Stuart Parker, Elocution. 

Lelia E. Partridge, Physical Development. 

Sax'ah E. Griswold, Assistant in Primary School. 

Louise E. Lay ton. Assistant in Primary School. 

George W. Fritz, ]\Iaster of Industrial Room and Out-door Plays. 

Thomas M. Balliet, Institute Instructor. 

This is an interesting list. The names of many of them have become very 
familiar to the stridents of elementary education in America. 

Wliile the school was not without a program of procedure, it was liable to fre- 
quent and radical change. It was anything but conventional. Colonel Parker 
could not endtire the thought of having his hands tied e^-en though he tied them 
himself. An indication of the work of the school may be obtained from his first 
report to the Superintendent of Public Instniction. It is on pages 35-S, of the report 
for 1S83-4. 

There were numerous changes in the faculty in the earlier history of Colonel 
Parker's administration. He was looking for men and women who thoroughly 
s}Tnpathized with him in his view of education and who were able to put his doc- 
trines to the test of trial. In his report for 1SS9-90 the names of William Githn 
and Wilbtir S. Jackman appear for the first time. He was greatly indebted to these 
two capable and faithful lieutenants. Miss Zonia Baber came to the school two 
years earlier and added materially to its repute. Flora J. Cook, a most capable 
and enthusiastic woman, was another genuine acquisition in 1SS9-90. The biennial 
reports successively expand and more and more reveal what the school is endeavor- 
ing to accomplish. The fame of the institution had noM- gone abroad and students 
came to sit at the feet of Colonel Parker and his aids from all parts of the cotmtr}-. 

It Avas quite inevitable that the Cook Cotmty Normal School shoiild become 
the Chicago Xonnal School. This event was consummated finalh" on the first da}' 
of January, 189G. 



THE EDUCATIONAL HISTORY OF ILLINOIS 271 

In a description of the school, County Superintendent Bright says: " Januaiy 1, 
1896, the Cook County Normal School, thus thoroughly equipped, with its magnifi- 
cent property and splendid record, was transferred to the City of Chicago and 
became the Chicago Normal School. Not only the school property but the entire 
faculty was accepted by the city board of education. It was a memorable night for 
the City of Chicago. The school was adopted because the people of Chicago 
demanded it, and this demand was voiced by the Chicago press. The faculty, 
including Colonel Parker, was retained in charge of the school because Chicago 
would not have it otherwise, and hundreds of them were in attendance at the meet- 
ing, so that there should be no mistake as to what they wanted. The excitement 
was intense and the scene dramatic." 

In his biennial report to the Superintendent of Public Instruction in that year, 
the principal reviews briefly the history of the institution. He pays a generous and 
just tribute to the men and women who have made his success possible in the thirteen 
years of his experience in the school. He reveals the main motives that have impelled 
him in his work and the report is commended to students of what is often called the 
' ' Parker Movement . ' ' 

In 1899 Colonel Parker resigned the principalship of the Chicago Normal School 
to take charge of a new institution founded by Mrs. Emmons Blaine and to be 
known as the Chicago Institute. This school soon became a part of the University 
of Chicago and its School of Education. Colonel Parker went with the school and 
remained at its head until his death, which occurred March 21, 1902. 

The following characterization of Coloiiel Parker and his work uses material 
from various sources in addition to what is contributed from the editor's long and 
intimate acquaintance with him. Especial obligation is acknowledged to the late 
Wilbur S. Jackman, whose relations to him were so close professionally and per- 
sonally. Professor Jackman 's article may be found in the report of the Superin- 
tendent of Public Instruction for 1901-2. 

Of Colonel Parker's philosophy and practice he says: " His entire, philosophy and 
practice of education rested solely upon the theory that democracy furnishes 
the highest and best type of government for an enlightened and self-respecting 
people. From this pregnant germ grew everything that he thought and did in 
the classroom. His conception at once connected his ideals as a citizen with his 
motives as a teacher, and it linked the destiny of the country with the fate of the 
schools. 

"He never failed to inveigh against the selfishness of aristocracy. 'Its design,' 
he said, 'is the complete subjugation of the masses to the domination of the few; 
its methods, to prevent human souls from seeking and finding the truth.' He 
believed that its methods of mystery, of force, of keeping the people in ignorance, 
of the isolation of the people into classes, of caste formation, of class education, are 
all diametrically opposed to the great axioms of democracy. Holding that the 
motive controls the method, it was manifestly impossible for Colonel Parker, directly, 
to incorporate with his own any foreign educational system. Aristocracy seeks the 
perpetuation of an existing state through an appeal to history and tradition; he 
labored, rather, for a contintious evolution by turning the whole people back upon 



272 THE EDUCATIONAL HISTORY OF ILLINOIS 

the original springs of nature for a constant clarification of inspiration and renewal 
of strength." 

The article is an elaborate exposition of what Colonel Parker is supposed to have 
held as a system of thought. It is doubtful ^^'hether he could have stated it so 
clearh' as his friend has done it for him. He was not strong in formulating 
philosophic principles. He was moi'e of an intuitionist than a thinker. He was 
sometimes called the American Pestalozzi, and Pestalozzi did not alwavs see the 
profounder meaning of what he was doing. 

The first thing that the ordinar}- visitor would observe in entering his school 
would be the seeming disorder. There were none of the ordinary restraints. The 
children talked if they were so minded. It was a new kind of a "loiid" school. 
There was no easier Avay to arouse the "Berserker rage" of the Colonel than to sug- 
gest that the children should keep still. The "orderly" room was his particular 
object of scorn and ridicule. The superficial observer woiild go away ^^'ith the 
impression that it was a pla}'gi-otuid rather than a school — that there was a per- 
petual recess. 

Professor Jackman explains this condition by declaring it to arise from an appli- 
cation of Colonel Parker's theory of democracy. Societ}' must rule itself. The 
indi^adiial must be free from constraint except so far as he is constrained by his 
OA^ii moral control. There must be no "authority" exerted upon him from with- 
out. The instant that appears, democracy disappears. If the citizen must be free 
the child must be free. '\'\liat looked like disorder, therefore, was but a stage of the 
child's evolution as he is on his way to freedom. If left mainh' to himself he will 
in time come to tmderstand just what limitations he must put upon himself to best 
serve himself, and in best ser^■ing himself he is best serving the social order which 
exists not for itself but for individual men and women. 

He tried to forward the project of self-control by awakening in the }'oung minds 
the sense of responsibilit}'- '\Mien they were being dismissed from the morning 
exercises in Avhich the}- were expected to catch a key-note for the day, he would ask, 
"What is the gi'eat word?" And ^-ith a tumult of enthusiasm they would cry back 
to him, "Responsibility." "Yes," he wot:ld say, "this little boy, this little girl, 
each one is responsible for the whole school to-day." Of course there was endless 
criticism and ridicule. Professor Jackman attributes the hostility of the politicians 
to their dim appreciation of a coming loss of control over a people thus accustomed 
to freedom. They saw \-aguely foreshadowed their loss of empire. That element 
may have accotmted for a part of their resentment. It is quite possible that the 
Colonel's scathing characterization of their methods may be an easier explanation. 
It is less complimentar}' to their intelligence but more in harmony with their ordinary 
rule of procedure. 

It woitld be the most ob\'ious of deductions from what has been said that the 
teacher must be free. A mere foiTnula-applier and nile-giinder must be denied 
admission to the schoolroom. The principals ^^-ho hand out their cut-and-dried 
schemes to the teachers and expect them to employ them are cumberers of the 
ground. Let them take their itiles and methods and arbitrary' requirements out 
of the sacred precincts of the hallowed place where children are learning to live. 



THE EDUCATIONAL HISTORY OF ILLINOIS 273 

Of course there was a loud outcry. "Let the galledjade wince," would be the only 
answer. He was for the teachers all of the time. He asked only that they should 
be willing to work and to think, to guide their lives by fundamental principles, and 
whatever blunders they might make in their struggle to find a right way he would 
gladly and cheerfully overlook, for he felt sure that if they would honestly work 
and honestly think they would assuredly- learn a great lesson from the children for 
the children. 

To him "system" was rubbish. He would have it swept into the garbage cans 
and carried out. He could not formulate a course of study with its boundaries and 
limits. Records of scholarship were the seven deadly sins. The only record of 
value was the ability of the child to do things. The things they made, their writing 
and their drawings and all of that sort of thing were preserved and taken to their 
parents as marks of their growth. 

As the school is society in the process of becoming, it is above all things a social 
institution. There all of the occupations are to be illustrated. There all of the 
mutual dependencies are to be experienced and appreciated and lifted into clear 
consciousness. There life is to be fine and natural and wholesome and, above all 
else, happy. Like Rousseau, he deemed the country the ideal place for the rearing 
of the young. He would measure the worth of the school by its effects upon the 
lives of the children in their homes. If the spirit of helpfulness did not appear there 
he would regard his effort a failure. Parents' meetings were to him indispensable. 
The home and the school must work together for the common good of the child. 

The constant emphasis which Colonel Parker placed upon the element of service 
led many to think him unmindful of the inestimable value of knowledge. This was 
an unjust judgment. There can be no adequate service without knowledge. The 
ignorant are bunglers. But he would not have knowledge for the sake of knowledge, 
nor art for art's sake. Indeed, he ransacked every comer for knowledge. The school 
had a large library. The clippings from current periodicals filled volumes. The 
museum represented all callings and all products. It was respecting the function 
of knowledge that he differed with much of cun-ent thought. 

It is easy to see that his philosophy of life when api^lied to the school tended to 
revolutionize conventional methods. And. he cared little for any philosophy that 
did not act immediately upon the school. It transformed the teacher's methods 
in every subject. Reading must be taught on the basis of intrinsic thought. Its 
vocabulary must be the vocabulary of the child put into print. He had his printing 
press and made his readers. In a similar fashion all of the other subjects of the 
curriculum developed naturally out of the school as a social center. 

Such a school must have a faculty of thinkers. " Under his conception — the 
child the demand, God the supply, the teacher the means — there is scarcely any 
limit that can be set to what a thoughtful teacher can do. With the inspiring 
stimulus of new visions revealed by a constantly receding horizon it is small wonder 
if overwork and overstrain were sometimes found in the faculty as the result of a 
supreme effort to take one more step in the field of discovery." 

It was in his weekly facult}'' meetings that all of the multiplied plans were elabo- 
rated and discussed and worked over. His was the master mind that planned and 

18 



274 THE EDUCATIONAL HISTORY OF ILLINOIS 

questioned and criticized and encouraged and condemned and approved. It was 
always qnality, quality, quality, that he sought. 

With snch infinite variety, inevitable "with his conception of freedom, there was 
the most perilous possibility of utter chaos. Some unifying principle was essential 
to rescue the school from dismal and tragic failure. This he endeavored to find 
in the principle of concentration and con-elation. His volume on that subject 
throws light upon his effort and is in a way a measure of his success. 

It was the fortime of the ^^Titer to be president of the State Teachers' Association 
when Colonel Parker was called to Illinois to tell the people something of " The 
Ouincy Method." His name was upon all tongues. In presenting the speaker to 
his audience the president remarked that here is " The Ouincy Method." It was the 
personality far more than any distinctive philosophy of education. Of course there 
was a doctrine : Avithout it there would have been no intelligent procedtu-e. But here 
was a soul on fire with a mission. He broke through the cold conventions of estab- 
lished creeds and pushed into the warm and pulsing life of childhood and ministered 
to its unfolding. He was a prophet, fearless, splendidly inconsistent, inspiring. 
He made his mark upon his time. No one can pick up his colors where they fell 
from his pulseless hand and say, " I am his successor." He was the only one of his 
line. He taught us a new way, but he taught in a large way, and Ave can not AA-rite 
it doAA-n in formulated phrase. 

But it is well to let him speak for himself. The folloAA-ing quotations are from 
an accoiuit of the Normal school Avhich he prepared after resigning to take charge 
of the Chicago Institute. It first appeared in the memorial number of the Ele- 
mentary SeJiool Teaeher and Course of Study, in June, 1902. 

■■ The historA- of a school is the histor}- of its fa cult}-. The Cook Coimty and 
Chicago Normal School is no exception to this rule. Dr. John DeAvey says : " The 
school is society shaping itself.' The function of the teacher, then, is to make life, 
society, the State, the nation, Avhat they should be; and the function of a Normal 
school is to train men and AA'omen for these duties. Avhich are indeed higher and more 
important than all others. A Nonnal school should haA-e a much broader scope 
than the training of teachers; it should be a laboratory, an educational experiment 
station, AA'hose influence penetrates, permeates and improves all education and 
educational thinking. Hence the faculty of a Normal school should consist of the 
A'ery best teachers — best in education, best in culture, best in professional training 
and best in experience." 

He says of his faculty, "It seemed to us true that education as a science AA-as 
in its SAA'addling clothes; that genuine educatiA-e AA-ork in the schoolroom was com- 
paratiA'ely meager: that the cause of this inefliciencA- sprang from the Ioaa- grade of 
demands made upon the pupils ; that the systematic cultiA-ation of selfishness through 
briber}- by means of rewards and per cents, and the improper stimulation by pro- 
motion, were immoral and often rendered nugator}- the best efforts of the teacher; 
that education, as it was. aimed, for the greater part, at the dcA-elopment of A-erbal 
memory, AA'ith too little regard for the CA-olution of thought-poAver ; that the training 
of the AA-ill AA-as left in abeyance; that the children had little opportunit}- to choose 
and execute for themseh-es ; that their reasoning poAver was not appealed to through 



THE EDUCATIONAL HISTORY OF ILLINOIS 275 

the imposition of responsibility; that education was too often mental and moral 
starvation; that the needs of the body were neglected; that the mind-content was 
sacrificed for vague word-images; that the moral power was not strengthened as it 
should be, owing to the lack of proper opportunity for moral action ; that the common 
schools were not adequate to the demands of self-government; that vast sums of 
money and much toil and drudgery were being expended for schools, with very scanty 
results; in short, that education left much to be desired, and that by proper means 
it should be infinitely improved. 

"We went to work with enthusiasm and earnestness, determined to solve some 
of the immediate and pressing questions of school economy. Once a week, for two 
or three hours, we met to discuss questions that were forced upon us by our daily 
teaching and training. Every teacher was required to explain his teaching and give 
reasons for it. He was also required to criticize all the instruction and plans of order 
that came within his observation. He was asked to present suggestions, new plans 
and devices which, in his opinion, would improve the school. When the printing 
establishment became available, each teacher made out a syllabus, which was printed 
and distributed for study at the faculty meetings. 

" Without the practice school we could not have taken one practical, efficient 
step in the training of teachers. . . . It is the real center and core of a 
Normal school. It requires the most careful attention and study on the part of the 
entire faculty. I maintain that our practice school was a far better school for chil- 
dren than schools in general. 

" From the inception of the work we were aware that there were very grave 
difficulties before us. Corporal punishment, fear of which was for ages the stimulus 
to study, had been generally abolished. The substitute for it had been and is mainly 
a system of per cents, credits and promotions, based on the lusts for rewards; the 
system of marks, of quantities of knowledge supposed, and only supposed, to have 
been acquired. This pernicious scheme of bribery is in reality the systematic culti- 
vation of selfishness, the controlling and root-vice of humanity. Its use, in effect, 
denies that pupils have any substantial enjoyment in the acquisition of knowledge 
and in the exercise of skill in expression. Bribery is the line of least resistance for 
the teacher in keeping the body under constant repression, and in stimulating the 
mind to startling vagaries — startling if they were understood. The stimulus of 
credits keeps the boy in his seat; per cents induce him to memorize words." 

A kindergarten was introduced. Handwork, almost unknown in the schools, 
was provided. Nature stud}^ as much a stranger to the children, was begun. It 
was for the organization of this work that Wilbur S. Jackman was called to the school. 
The other subjects of the curriculum were subjected to as rigorous an examination 
as if they were seeking a place in the school for the first time. 

But space will permit no further quotations. The whole article may be found 



276 THE EDUCATIONAL HISTORY OF ILLINOIS 

as indicated above and also in Volume 1, 1902, of the report of the United States 
Commissioner of Education. In the same report and ■ chapter may be fotmd an 
address on "The Quincy Method" which will still further reveal the lines along 
which the author was working. It can hardly be accounted a part of the history 
of education in Illinois, but Colonel Parker's contribution to that history needs this 
side-light in order to understand it. 

Of his work in Quincy, Dr. Nicholas Murray Butler, now President of Columbia 
University, said: " It was an object lesson of striking significance to see this veteran 
soldier, with a German university career behind him, putting forth all his newly 
roused energies in behalf of the boys and girls of the elementary school. The change 
in them was startling. ' Going to school ceased to be a homesick tribulation,' wrote 
Mr. Adams. ' The children actually went to school without being dragged there. 
The simple fact was that they were happier and more amused and better contented 
at school than at home.' What had happened? Only the obvious, it seems, as we 
look back at it now. Mr. Adams has described it graphically and concisely. ' Edu- 
cation was to recur to first principles. Not much was to be attempted ; but whatever 
was attempted was to be thoroughly done, and to be tested by its practical results 
and not by its theoretical importance. Above all, the simple, comprehensible proc- 
esses of nature were to be observed. Children were to learn to read and write and 
cipher as they learned to swim, or to skate, or to play ball. The rule by which the 
thing was done was nothing ; the fact that it was done well was everything. ' How 
sensible, yet novel; how wise, yet how revolutionary!" 

In 1900 there were indications that Colonel Parker's health was declining. He 
had no thought of giving up his work, however. In the early part of 1902 it was 
clear that he needed to take radical measures. He first went to Minnesota, but the 
trial was imsuccessful. He went south and died at Pass Christian on March 2. 
His passing was a shock to the educational public which had not known of his declin- 
ing health. On March 6, services were held in his memory at the University of 
Chicago. Addresses were delivered by President Harper, Albert G. Lane, John 
Dewey and Emil G. Hirsch. 

President Harper: " To me he seems a prophet rather than a philosopher. The 
courage and the strength which he expended in fighting for the highest ideals of 
educational work, against opposition and in the midst of difficulties, marked the 
prophetic character. . . . His love for children was extraordinary. The 
satisfaction with which he studied the development and growth of a particular child, 
the interest manifested in each individual, were the truest expression of the joy and 
gladness which seemed to fill his soul in his close communion with child life. 

" I can see him now as he sits with his hands crossed, listening with supreme 
delight to the expressions of child thought, one following the other, each illustrating 
some phase of the child nature. 

"He was a man of superb idealism, unmindful of the present, provided that 
there seemed to be a promise of a greater future ; never moved by motives of expe- 
diency, but holding out before himself, as well as those associated with him, a 
high and splendid ideal toward the realization of which he made the most earnest 
effort." 



THE. EDUCATIONAL HISTORY OF ILLINOIS 277 

Mr. Lane: " . . . From the beginning of his work in this county he 
strongly molded and influenced the ideas, motives, plans and methods of all who 
came under his instruction. Nearly every graduate of his school commenced teach- 
ing with the high ideals of the teacher's mission and a quickened power to arouse 
in children a keen, natural interest in any work which was undertaken. They 
became observers and students of child nature. They sought to lead the unfolding 
powers of childhood into channels of activity that would make them observant of 
things, their relations, and uses." 

Dr. Dewe}^; " He was accustomed to say that the social spirit of the schoolroom 
does more for the child than the formal instruction given; that what the children 
learn from contact with one another and the teacher is more than what they learn 
from the text-book and the lecture. . . . What he did in breaking down 
the despotism, formalism, and the rigidity of the old-fashioned school he did, not 
just because of abstract theory, but because he insisted that the love and faith, 
which are the tokens of the highest character ever}'ivhere, find a peculiarly appro- 
priate place in the contact of the learned and the mature with the little and the 
feeble. ... 

" The great lesson that comes home to me from Colonel Parker's life 
is what it means really to attain success in life. Colonel Parker never temporized, 
he never used little expediencies or policies. He never got lost in the smaller things 
of life; he kept his eyes steadily on the great things and he fought onward with all 
the vigor of his personality for those things which are enduring, invisible and worth 
while." 

Dr. Hirsch: "To-day air, sunshine, life, flood the schoolroom. Pupil and 
teacher alike have been freed from the house of bondage. Whose is the credit? 
It is his, whose mortal remains will soon be consigned by loving hands to the grave. 
It was not an easy task to arouse men and women to a better understanding of the 
implications of education. . . . Colonel Parker put the trumpet to his 
mouth and declared to American educational idol-worshippers their transgression. 
Prophet he, he sounded the alarm in no uncertain notes." 

These brief extracts indicate the sweep and burden of the addresses. Many 
letters and telegrams were received by his family. Here are some extracts which 
show something of their burden : 

Colonel Parker was an educational hero, devoted to the improvement of methods in the elementary- 
school. He showed great fertility of resources in discovering devices to secure self-activity in the 
pupil. His amiability, his devotion to the cause, and his contagious enthusiasm made him a myriad 
of friends, and many myriads of disciples who will mourn his death. His good work will live on and 
bless the generations yet to come. — W. T. Harris, United States Commissioner of Education. 

Colonel Parker made a distinct impression on American education because he first presented to 
the intelligence of the country the unwisdom of mechanical methods of instruction. ... He was 
derided but he commanded a hearing; he was opposed but opposition made him more aggressive. 
. . . He broke out new roads and it could only be done by harsh and heavy implements. He 
was a ready writer and an accomplished, even unique public speaker. . . . Half a million Ameri- 
can teachers will be pained at the news of his death and would like the sad privilege of lajdng a flower 
upon his bier. — A. S. Dr.iper, then President of the University of Illinois. 

. . . I have watched him through all the strain and stress of his tireless career, and in it all 



278 THE EDUCATIONAL HISTORY OF ILLINOIS 

I detected that enthusiasm for liberty, that love of childhood, that devotion to progress, which made 
him so persuasive an influence, his presence perhaps felt more at a distance than near at hand. He 
was a pioneer who took the knocks that made it easier for those who follow. ... A brave heart 
has ceased to beat. May the hearts of his friends beat the more heroically. — Jenkin Lloyd Jones. 

In Colonel Parker I lose a valued friend and the young people of the United States one who gave ' 
his life to their sen-ice, but while we mourn the wise and gentle man gone, we rejoice that he has 
so impressed his spirit and ideas on his pupils that his work will be carried on and his influence will 
spread in ever-widening circles as time goes on. — • Alex.\nder Gr.\h.\m Bell. 

. He was the most interesting and original personality prominently identified with popular 
education since the time of Pestalozzi. While he was far more happily conditioned than the Swiss 
reformer, he was at the same time immeasurably his superior as a teacher and a leader. He was 
completely liberated from the old knowledge ideal of the Renaissance. . . . There is no teacher 
in all our common country that his not his debtor. He was always insisting -with all the vehemence 
of his tremendous power that education is the supreme concern of the State, and that teaching is 
incomparably the most important and the most elusively difficult of all the arts, and that within 
the narrow round of the school there is ample space for the exercise of the rarest gifts that lift the 
divinely selected souls above their fellows. He is the last of his race. . . . John W. Cook. 

. . . The whole histon,- of American education has never seen purer idealism or more sincere 
devotion than Colonel Parker's. He believed in democracy with all the fervor of his nature, and his 
love for the child and for childhood knew no limits. As a great inspiring force who was impatient 
of artificial trammels and of formulas when life and spirit were at stake, he has had no equal in our 
public-school service. His heroism in the schoolroom will be remembered long after his unselfish 
service to his country on the field of battle has faded into histor}-. . . . Nichol.\s Murr.w 
Butler, President Columbia University. 

. . The country loses in him one of the greatest educators we have ever had. Elementary 
education in the last twenty years owes more to him than to any other man. He has been a magnifi- 
cent fennent, stimulating acti^^ty ever\-where, and breaking \ip monotony and routine, to which 
education, as by an iron law. always gravitates. . . . G. St.^nlev Hall, President Clark Uni- 
versity. 

Something more than a month after the services mentioned there was a great 
memorial meeting of the Chicago and Cook county teachers in the Auditorium. 
The speakers were Or^-ille T. Bright, Count}' Superintendent of Schools, and Rev. 
John Lancaster Spalding, Roman Catholic Bishop of Peoria. 

Mr. Bright 's theme was Colonel Parker's connection with the Cook County 
Normal School. He, of all men, was best fitted to discuss that topic, as he had 
been county superintendent of schools and had thus been officially connected with 
the school during ten of the fifteen years. His contribution, therefore, is of the 
greatest historic value. It may be found in full iti A'olume 1, 1902, report of the 
United States Commissioner of Education. 

In the same chapter may be found "An Estimate of Colonel Parker," by Presi- 
dent William Rainey Harper, from a report to the National Council of Education, 
Juty, 1902, and an appreciation of his life and character by Frank A. Fitzpatrick, 
reprinted from The Educational Rcviciv, of June, 1902. The material thus put at 
the service of the sttident is of inestimable value for ascertaining what one man can 
accomplish if that man shall have the gifts and the courage and the industry of a 
Francis Wayland Parker. 

There is a little volume of less than one hinidred arid fifty pages, called " School 
Days in the Fifties." Its author is William M. Giffin, A. M., Ph. D. Dr. Giffin 



THE EDUCATIONAL HISTORY OF ILLINOIS 279 

was connected most intimately with Colonel Parker for many years in the Normal 
school. The last thirty pages contain a very precious chapter, for it is nothing 
less than Colonel Parker's autobiography, or, rather, so much of an autobiography 
as was dictated at a single sitting. Dr. Gifhn induced his friend to talk about him- 
self for a time, and so it was that the Colonel told the story of his early life, with its 
hardships, of his intense desire to get an education and what difificulties he encoun- 
tered and how he was swept away into the calling of the teacher because of an irre- 
sistible passion for living in the school. 

It will be a surprise to many to learn with what sacrifices he acquired what little 
he had in the way of education in his boyhood, his youth, and even in his early man- 
hood. He was a mature man when he went to Germany in quest of more light. He 
was essentially self-educated, getting on with little help from the schools. 

Respecting his fondness for teaching, he says: "All my life I have had a perfect 
passion for teaching school, and I never wavered in it in my life and never desired 
to change. I never had anything outside offered me that had any attractions for 
me, and never desired to go outside of the work and it was sort of a wonder to me 
that I did have such a love for it. I remember when I was teaching in the Grammar 
School in Piscatauquog I had a little garden. Then we lived near the old home 
where I was bom, and I had a little rocky, gravelly garden, that I used to tend 
and hoe at morning and night, beans and com, and so on. Of course when I was 
hoeing I was dreaming and thinking of school. I remember one day I was hoeing 
beans, and, by the way, I always liked to hoe beans the best, and I remember just 
where I stood, and I said to myself, 'Why do I love to teach school?' And then 
I looked around on the little gi'owing plants, and I said, ' It is because I love to see 
things grow,' and if I should tell any secret of my life, it is the intense desire I have 
to see growth and improvement in human beings. I think that is the whole secret 
of my enthusiasm and study, if there be any secret to it — ■ my intense desire to see 
the mind and soul grow." 

In speaking of his work at Quincy he says : "I never had any idea of any particu- 
lar fame that would come from that work; that was entirely foreign to my feelings. 
I never thought for an instant that I was going to do anything superior to any- 
thing else that had been done in the school ; I simply wanted to carry out my plans. 
My observations and what I had learned in Europe had convinced me that the 
philosophers and thinkers of the ages were right; that there was something a great 
deal better for mankind than what / had been doing, at least in school; that there 
was a means of arousing the mental and moral powers that I had never tried, at least, 
and I was seeking to tr>' to present the conditions for higher growth. I knew from 
what I had read and from what I had seen that reading and writing and numbers 
could be taught in a better way than the old-fashioned way. And from all the 
works that I could get on. the subject, both English and German, I found there 
was a great deal better way of doing it than anything I had done, and of course 
I had a great deal of enthusiasm and a great desire to work out the plan and see what 
I could do. I did not have the faintest suspicion that I was going to do anything 
better than had been done, that was entirely foreign to my mind, and when our 
schools in Quincy became famous and thousands of visitors poured in, and it was 



280 THE EDUCATIONAL HISTORY OF ILLINOIS 

WTitten up ill all the papers and discussed, I was probably the most astonished man 
in the whole community. 

"I have been often asked what I considered the best thing in my ediication, and 
I have named two things — the five 3-ears on the farm and the four years in the 
army. The five years on the farm gave me my love for stud}^ and my physical 
strength, and the amiy ga\'e me some meastu-e of self-control, not very much, by 
the way, but enough to steady me." 

Colonel Parker's successor in the Normal school was Arnold Tompkins. He had 
been widely knoA^ii as an educational lectt:rer and also as a teacher. His educational 
life had been mainly spent in Indiana, where he had been connected with the State 
Normal School as a student and teacher. He was at the head of the Department 
of Education in the University of Illinois in 1899 when the vacancy occurred in the 
presidency- of the Illinois State Normal Universit5^ The retiring president was 
requested to nominate his successor and named for the position Arnold Tompkins. 
The governing board ratified the nomination and Dr. Tompkins remained with the 
school for a single year. His success was regarded as immediate and unequivocal. 
He was greatly admired b}' the faculty and the student body, and his tmexpected 
withdrawal from the school was deeph' regretted. He accepted the headship of the 
Chicago Normal School, believing that it oftered a more satisfactory field of 
labor. 

Dr. Tompkins encountered many obstacles in endeavoring to work out his plans, 
but he seemed to ha^-e passed the trying years and Avas looking forward to a more 
agreeable administration Avhen he closed his career in the summer of 1905. 

It was in the later vears of his administration that the noble building which now 
houses the school was begun. It Avas completed shortly after his death. 

Dr. Tompkins was not identified Avith the Normal school interests in Illinois 
long enough to demonstrate the practicability of his ideas. He w-as quite unrivaled 
as an educational lecturer, being in demand from one end of the country to the 
other. He had elaborated a S3'Stem of thought based largely on the fundamental 
doctrines of Rosenkranz. 

Dr. Tompkins was succeeded in the principalship of the school by Mrs. Ella 
Flagg Yoimg, who had been for many years closeh* connected -with the schools of 
the cit}-. She began her educational career as a teacher in one of the cit}' schools, 
rose to the rank of a principalship and of an assistant superintendent, was for a time 
a teacher in the Universit}' of Chicago, and was now recalled to the service of the 
city in this fine capacity. 

I\Irs. Yoiuig's acquaintance with the schools of Chicago peculiarly fitted her for 
the position. She knew the needs of the schools as Avell as any one ever connected 
vnth them. She had distinguished herself as a leader. She had the confidence of 
the educational people and of the general public. A gi-eat success came to her easily. 
The years of her administration have been gi-eat years for the school. She remained 
in the position until elevated to the superintendency of the schools of the cit}-. Her 
successor is "William B. Owen. 

The school which began its work in so simple a wa}- more than^forty-foiir years 
ago is now a gi-eat institution Avith a noble history. 



THE EDUCATIONAL HISTORY OF ILLINOIS 281 

TH^ PEORIA COUNTY NORMAL SCHOOL. 

Reference has been made to the recommendation of Superintendent Bateman 
that a county Normal school law should be placed on the statute books, and the 
prompt action of the General Assembly in adopting that recommendation. This 
act was approved on March 15, 1869. Section 5 of the law reads as follows: 

"In all counties that have already established Normal schools, the action of the 
Board of Supervisors in so doing, and all appropriations made by them for their 
support, are hereby legalized, and said Board of Supervisors are hereby authorized 
and empowered to make further appropriations for the support of such schools 
already established, until such schools have been established under the previous 
sections of this act." 

Although Illinois has had three count}^ Normal schools no one of them was 
originally established under the provisions of this law. Section 5 was introduced 
into the bill, doubtless, for the benefit of the existing schools. Two of the schools 
had a brief life and the other was taken over by the City of Chicago as a city Normal 
school. 

It was hopefully expected that the action of Cook county would be followed by 
other counties. Peoria county was the first to profit by the example. Samuel H. 
White, principal of the Brown school, Chicago, was selected for the principalship 
and organized the school. He was in many ways an ideal man for such a work. 
His industry and conscientiousness were without limit. He was an excellent school 
man, having had the experience requisite for such a task. Writing under date of 
December 1, 1868, he says, as appears in the Seventh Biennial Report of the Super- 
intendent of Public Instruction : 

" The Peoria Normal School was estabhshed by the joint action of the Board of 
Supervisors of the county arid the Board of Education of the city, and is supported 
by these two bodies ; the city furnishing a building for its accommodation and defray- 
ing one-fourth of the expenses, and the county three-fourths. It is under the man- 
agement of a joint committee of the two bodies, called the Normal Board. A sub- 
committee of this board, consisting of one member of each, and the superintendents 
of the city and county schools, with the principal, have the direct control. The 
latter committee have the power to make all purchases, settle all accounts, make 
all regulations, etc. 

" The school was organized the 9th day of September, 1868. In a few days it 
had forty pupils. Of that number, four are now teaching, and four have found the 
course of study too arduous and have left. The present number of pupils is thirty- 
three. The instruction is as yet confined entirely to the branches taught in the com- 
mon schools, with methods of teaching each, and lessons in school management, 
and the development of the mental faculties. Preparations are in progress for 
opening a training department in connection with the school, at the beginning of 
the next term. 

" The pupils attending the school vary greatly in their ages, from fifteen to 
thirty-two years, and in their experience as teachers, from none at all to eight years. 
All are faithful in study, earnest in their work, and apparently ambitious to excel 



282 THE EDUCATIONAL HISTORY OF ILLINOIS 

as teachers. The school has received every encouragement from those in control, 
and there seems nothing to interfere with its successful progress. Of the desirability 
of such institutions there seems to me no doubt." 

Two years after its organization it placed itself under the provisions of the act 
providing for such institutions. It was managed, consequently, by a county board 
of education. Section 2 of the law prescribes the membership of this board. The 
chairman of the board of supervisors, or the judge of the county court, as the case 
may be, and the county superintendent of schools are members ex officio. The 
other members are chosen by the board of supervisors, or the county court, as the 
case may be. The term of office is three years. This board of education exercises 
all of the functions of the ordinarv^ school board. 

During the first year the school enrolled fifty-six pupils; in the second, sixty- 
nine. The faculty consisted of three — the principal and assistant, and a training 
teacher. Some of the pupils of the advanced classes gave material assistance in 
instruction. The training school contained ninety pupils and was a part of one of 
the district schools of the city. 

The course of study was two years, but the actual time required for graduation 
was mainly determined by the ability of the pupils. In addition to the studies 
mentioned above, the course was extended to include two terms of algebra and one 
term in each of the following: Physiolog}-, mental philosophy, methods of instruc- 
tion, analysis of words, botany, geometry', and rhetoric. The expense of the school 
was between $4,000 and $5,000. 

In Januar}-, 1S72, the school took possession of a building especially erected 
for its use by the Cit}' of Peoria. An additional assistant had been provided and the 
attendance had increased to eighty-six. 

The school had a life of eleven years. The attendance finalh' reached one hun- 
dred and sixteen. Its work was exceedingly thorough and its graduates were suc- 
cessful as teachers. 

The faithful and accomplished principal of the Peoria Normal School was a 
prominent figure in the educational meetings of the State. Reference has been 
made to his work in connection with the educational exhibit at Philadelphia. It 
is difficult, within the necessar}' limitations of space, to give any adequate concep- 
tion of his service to the State and to the communities in which he lived and worked. 

In figure he was tall and spare ; he was serious in demeanor although not wanting 
in mirthfulness when suitable to the occasion; he was intenseh' earnest and so inde- 
fatigable a worker that the hard tasks seemed to go to him by natural gravitation. 
His character was so pure and lofty, so free from any suggestion of selfishness or 
self-seeking, that it called forth the warmest admiration from all who knew him. 
Most of the following account is taken from a sketch prepared by Dr. J. L. Pickard, 
for many years superintendent of the schools of Chicago. 

Samuel Holmes "\Miite was bom in the township of Lockport, New York, October 
7, 1830. His home was presided over by a noble, intelligent mother, with quick, 
warm affection and almost Spartan ideas of duty. This fact explains much in the 
life of Mr. "\ATiite and especially the most characteristic quality that he exhibited. 
The father was highl}- respected, but severe and cold in his famil}' till mellowed by 



THE EDUCATIONAL HISTORY OF ILLINOIS 283 

age. He had no faith in his son's abiUty to profit by an education, and so the son 
went out and fought his way alone. 

In 1833 his parents removed to Michigan, where hmited means could secure 
more land for the growing family, as farming was their chosen occupation. The 
boy Samuel here found only limited opportunities for education, but he made the 
most of them and at sixteen was teaching a country school at a very small com- 
pensation, which was reduced after his engagement, on account of his unpromising 
appearance. He continued to teach and work on the farm alternately until he was 
twenty- two, when he entered Michigan University. 

When he left home he carried with him a $10 gold-piece, the gift of his mother, 
but he was never brought to such need as to feel the necessity of disposing of it. 
He paid his necessary expenses largely by copying law papers. Like many enthu- 
siastic seekers after education, he overworked and underfed himself and paid the 
inevitable penalty of ill health, which left him for the remainder of his life with less 
of bodily vigor than his stalwart frame indicated to the ordinary observer. 

After graduation he returned to New York and became a teacher in the Lockport 
High School. While in college his mind had been turned to the study of the law 
and he pursued that study in the office of a friend while engaged in teaching. Indeed, 
he was never content unless doing the work of two ordinary men. After two years 
of teaching and study he entered the Albany Law School and completed his course. 
The West had made an impression upon his mind, so -he turned his face in that direc- 
tion to find a suitable community in which to serve his clients in the practice of his 
chosen profession. He had determined to go to Iowa and must needs go through 
Chicago. While spending a day in that thriving town he happened to see a notice 
of an examination that was to be held for the selection of a principal for a new school 
in the West Division. Quite as much for the testing of his knowledge of branches 
for which his calling would make slight demand as for securing a position as teacher, 
which was not in mind especially, he appeared as one of the competing candidates 
and won the approval of the examining board. He thereupon changed his plans 
and entered upon what proved to be his life-work. This was in September, 1859. 
Thus (io seemingly insignificant things change the current of many lives. Here he 
remained until his selection for the principalship of the Peoria Normal School. 

After a service of eleven years at Peoria, which,- added to his Chicago work, 
rounded a full twenty years of teaching, he found himself obliged to engage in another 
occupation. Failing eyesight drove him from the schoolroom to the open air and 
to the more vigorous physical life of a business career. He became the business 
manager of a printing company, but it was not to his liking, and he pushed on to 
that Iowa in 1881 that he had intended to make his home when he stopped for a 
breath in Chicago in 1859. He purchased a sheep farm and stocked it for business, 
but in the same year he became a victim to extreme nervous prostration and died 
on March 9, 1882. 

"The fashion of Mr. White's life deserves record that it may have a following. 
The marked features of his life were simple and attainable by others. He was an 
industrious man. Whatever his hand found to do he did with all his might. He 
knew no rest until his work was accomplished. His brother writes: ' As soon as the 



284 THE EDUCATIONAL HISTORY OF ILLINOIS 

school year closed at the Universit}' he came home, took the scythe, cradle or rake 
and did as he always did when he had anything to do — went at it in earnest and 
spent his vacation in hard work.' Dnring his life as a teacher his vacations were 
always spent in sti;d>- or in writing. In this way he accomplished much oiit of his 
regular school Avork. Eight years giA'en to the editorial management of the Illinois 
Teacher attest his indnstr}-. He AATonght upon his farm too earnestly, as his sick- 
ness and death attest. He was a prompt man, always ready to meet his engage- 
ments at the moment, whether literar}^ or financial. His executiA'c ability was 
abundantly proA^en. His school was always promptly and quietly organized. He 
never had difiiculties with, his assistants. In the Principals' Association of Chicago, 
in the State Teachers' Association of Illinois, and in the National Educational Associa- 
tion his membership was always active, his counsels timely and his plans well digested, 
and by subsequent trial approved. The present excellent organization (1882) of 
the National Association is largely due to his practical wisdom. He saw that the 
Association was un^-ieldy in the massing of its varied interests and proposed a 
modification, and as chairman of a committee siibmitted a plan of division, diversity 
in imity. The plan was immediately adopted and has been in operation until the 
present time. In fact it is becoming the model for State associations to follow. 
"Wlien it was proposed that the State of Illinois should take her place in the educa- 
tional exhibit at the Centennial Exposition, at Philadelphia, Mr. White opposed 
the measiu-e as impracticable. But when oveniiled by a vote of the association, all 
thoughts instinctively turned to him as the man who could best prove its prac- 
ticability. 

" The executive ability of Mr. "V\niite was recognized also in his selection as 
president of the State Teachers' Association, as secretary for thi-ee terms of the 
National Association, and for one term its president, and as chairman of the Normal 
Section after the reorganization of the association. 

"Of his work in "Peoria, which was of a broader natui-e than his Chicago work, 
a friend A\Tites: 'His success as an instructor was knowTi of all men. He could 
not have been other than patient, exact and thorotigh, for painstaking thoroughness 
was his striking characteristic. But this alone is not enough to explain the hold 
he had on all his pupils — his abiding influence over them. He set to himself a 
loftier task than simply to groimd his pupils in the elements of a school education, 
and to fit them to impart to others those elements in return. No such aftectionate 
rcA-erence as his pupils felt for him could be accoimted for if that were all. '\'\Tiat 
imp)ressed them most, and all who had the good fortime to know him, was his sense 
of diity, the high moral piu"pose that breathed life into all his teaching. He was 
not content with making good schools and good teachers otit of the half-formed 
3*outh who sought his instructions. He Avould also have them become noble men 
and women. Such a teacher can be enthusiastic. He begets entluisiasm, gi-atitude, 
action. . . . The rapt joy of the artist comes only to him who, drawing 
inspiration from the real of our ideas, fashions his clay iiito nobler form than had 
been hitherto. The bom teacher finds his most satisfying work in a singular field — 
in setting before his pupils new and higher ideas, in imparting purer motives, in 
forming character. It was in this field that J\Ir. White labored with real ardor. 



THE EDUCATIONAL HISTORY OF ILLINOIS 285 

Not alone the words he spoke, but the life he lived, the work he did, the man he was — 
these were a school, an education to those who sat under him. It was this which 
converted his pupils into admiring followers and disciples. By such means sound 
scholarship is extended, and society and the world are made better. Thus would 
I pay my humble tribute to the man whose work was of such solid worth and whose 
loss to the cause of education I can never cease to deplore. 

" 'He lived little in the past.' Perhaps he had little comfort in the memory 
of his early days. They were days of struggle with poverty. His cherished pur- 
poses were often thwarted in the direction from which he had a right to expect 
encouragement and help. He became reticent, scarcely ever alluding to his past 
history, even to his most intimate friends. He underestimated his own abilities 
and never felt satisfied with the results of his work. He seemed rather inclined to 
a gloomy view of his surroundings, but to his most intimate friends he showed a 
very quiet but deep fondness for sociality. In his home he found constant delight. 
The strong womanly graces of the wife who survived him were to him a cheer and 
needed support." 

THE BUREAU COUNTY NORMAL AND MODEL SCHOOL. 

This school followed close upon the heels of the Peoria school. It was opened 
in Dover Academy, October 7, 1868. The moving spirit in this enterprise was 
Albert Ethridge, the county superintendent of Bureau county. The following 
statements are taken from the circular announcing the advent of the school : 

The object of this school is to aid in furnishing our common schools with teachers who will be 
able to make themselves successful in accomplishing the objects for which they are sustained. All 
parties are willing to acknowledge that hitherto our efforts to give our youth a good English educa- 
tion have been a partial failure; and this failure is largely owing to the incompetency of teachers. 
Experience has taught us that we must make the education of teachers a distinct and special work; and 
we most earnestly solicit the co-operation of all school officers, teachers and other friends of the great 
common school interest in making this enterprise a success. 

The course of study will embrace Reading, Writing, Spelling, Arithmetic, Enghsh Graminar,. 
the elements of Rhetoric, Geography, History of the United States, Object Lessons, Theory and 
Art of Teaching, Phonics, School Classification, and the elements of Physiology and Zoology. 

Pupils will be admitted without examination, but at the close of the first month all will be examined, 
and those whose daily records and examinations show them incapable of doing the work of the class 
will be dropped. Students will be admitted at any time during the year on four weeks' probation. 

The Board of Supervisors gave to the project their cordial support and encour- 
agement. 

Mr. Ethridge left the teachers' ranks to become the agent of the Harpers. He 
was a man of unusual capacity and was very highly regarded as an educational 
leader. His fondness for the ministry, however, did not permit him to continue 
his agency work ver\' long, and he resumed the work of a clergyman which he con- 
tinued until within a few years. He now resides in Marseilles. 

The school which he founded closed its sessions at the close of the first year and 
was merged into the Princeton Township High School, the first school established 
under the law providing for such schools. With the organization of that school 
it was not deemed advisable to continue the Normal school. 



286 THE EDUCATIONAL HISTORY OF ILLINOIS 



CHAPTER XIV. 
DEVELOPMENT OF HIGHER EDUCATION. 

IN tracing the evolution of higher education in Illinois acknowledgment must 
be made of the assistance rendered by the researches of that tireless scholar, 
Mr. W. L. Pillsbury, the efficient assistant to the Superintendent of Public 
Instruction, who during his incumbency of that office made such valuable contri- 
butions to the biennial reports. He was so painstaking that it is unnecessary to 
undertake any work of verification of what he has written. 

Illinois was originally a part of the Indiana Territory. In consequence, any 
educational events of general interest that occurred while it was a part of that larger 
area must, in all probability, have been participated in by Illinois men. It was 
the first General Assembly of the Territory that passed "An Act to Incorporate an 
University in Indiana Te^ritor}^" on the 29th of November, 1S06. Two men who 
were to occupv conspicuous places in Illinois historv' were certainly there, for Jesse 
B. Thomas was Speaker of the House and P. Menard was pro tempore president 
of the legislative cotmcil. And here are the opening paragraphs of the Act: 

Whereas, The independence, happiness and energy of every repubhc depend (under the influence 
of Heaven) upon the wisdom, virtue, talents and energy of its citizens and rulers, 

And Whereas, Science, literature and the liberal arts contribute in an eminent degree to improve 
those qualities and acquirements, 

And Whereas, Learning hath ever been found the ablest advocate of genuine liberty, the best 
supporter of rational religion, and the source of the only solid and imperishable' glory which nations 
can acquire. 

And forasmuch as literature and philosophy furnish the most useful and pleasing occupations, 
improving and var^-ing the enjoyment of prosperity, affording relief under the pressure of misfortune, 
and hope and consolation in the hours of death, 

And considering that in a commonwealth where the humblest citizen may be elected to the highest 
public office, and where the Heaven-born prerogative of the right to elect and reject is retained and 
secured to the citizens, the knowledge which is requisite for a magistrate and elector should be widely 
diffused. 

Section 1. Be it therefore enacted that, and so on. 

The act provided for the creation of a corporation and a board of trustees who 
were thereby authorized to establish a university. William Henry Harrison was 
the first chairman of the board of trttstees. The faculty was to consist of a president 
and not more than four professors, and the subjects of instruction were to be the 
Latin, Greek, French and English languages. Mathematics, Natural Philosophy, 
Ancient and IModern History, Moral Philosoph}-, Logic, Rhetoric, and the Law of 
Nature and Nations. It was further enacted that no particular tenets of religion 
should be taught, but that departments of Theolog}-, Law and Physics should be 



THE EDUCATIONAL HISTORY OF ILLINOIS 287 

established when the good of the University and the progress of education required 
them. 

Sections 11 and 13 are especially interesting: 

And Whereas, The establishment of an institution of this kind in the neighborhood of the abor- 
igines of the country may tend to the gradual civilization of the rising generation, and, if properly 
conducted, be of essential service to themselves, and contribute greatly to the cause of humanity 
and brotherly love, which all men ought to bear to each other, of whatever color, and tend also to 
preserve that friendship and harmony that ought to exist between the government and the Indians, 
Be it therefore enacted, and it is hereby enjoined upon the said trustees to use their utmost endeavor 
to induce the said aborigines to send their children to the University for education, who, when sent, 
shall be fed, clothed and educated at the expense of the said institution. 

Be it enacted that the said trustees, as soon as, in their opinion, the funds of the said institution 
will admit, are hereby required to establish an institution for the education of females, and to make 
such by-laws and ordinances for said institution and the government thereof as they may think proper. 

The particular form of the charters of several Illinois institutions is explained 
by reference to this one. The language of the organic act of the pioneer university 
is repeated again and again in the statutes establishing educational institutions of 
higher training in Illinois after her admission to the Union. 

The seminary township was devoted to its support with the privilege of selling 
four thousand acres. It was granted the usual power of receiving donations and 
bequests and was authorized to hold not to exceed one hundred thousand acres. It 
is an interesting commentarv' on the way the lottery was regarded that the university 
was permitted to raise $20,000 by that method. As dates are somewhat interesting 
in determining priority of establishment it is herewith recorded that the act of 
incorporation was passed on November 29, 1806, and that the trustees organized 
on December 6 of the same year. General Harrison was its first president. The 
invitation to the Indians was unavailing. " Tecumseh was organizing them for his 
struggle, and the}' showed a far greater natural disposition for disfumishing the 
outside of other people's heads than for furnishing the insides of their own." 

A department for women was organized in 1856 and merged with the earlier 
■ department in 1870. With the erection of the Illinois Territor}^ however, the 
history of the University belonged to Indiana. 

Fifteen years after the admission of Illinois to statehood an effort was made 
toward the establishment of a State tmiversity. A bill was introduced into the 
eighth General Assembly for the organization of such an institution. The bill 
provided for the endowment of the university with the college and seminar}' funds 
and an effort was to be made to secure additional grants of land for its support. 
The failure of the bill to pass is explained at least in part by the attempt of the 
Springfield members to earn,' it off to that city. It is also beyond a doubt that the 
friends of certain colleges, that had been organized but not incorporated, could find 
no place in their educational scheme for an overshadowing institution with its hands 
in the State's strong box, while the children of their solicitude would be doomed 
to rely upon the generosity of private citizens. Still another consideration had, 
perhaps, a determining influence. It will be remembered that the State had bor- 
rowed the funds that were to be appropriated to the proposed university and the 



2SS THE EDUCATIONAL HISTORY OF ILLINOIS 

passage of the bill would necessitate the payment of these obligations that were now 
ftiniishing funds for the support of common schools. The withdrawal of this source 
of income meant the exercise of the functions of the assessor and the collector, 
not an objectionable proposition in the abstract, but especially disagreeable in the 
concrete. \^^iatever may ha^"e been the argimient the bill failed to pass. This 
was an epoch of development for the colleges and four wei^e to be fotmded within 
the fourth decade of the century, but the Univei"sity of Illinois was not to mate- 
rialize for a generation. 

It is interesting to note the marked difference between the motives impelling 
the people to develop the university and those that were effective in the establishing 
of the small college. The former suggested an elaborateness aaid magnitude that 
wei-e disheartening to a sparse population, while the latter could be organized and 
set going after a good-sized and enthusiastic educational gathering. There are 
always at hand a few devoted college men who are willing to take the chances of 
starving in the capacity of professoi'S. The self-denial and courage of the men who 
have done pioneer work in the small colleges of Illinois and who ai^e still standing 
by some of these institutions and hoping for better da>'s are worthy to be inscribed 
on deathless pages. In the decade imder consideration the tides of travel were pour- 
ing into the }-oung State. The stories of the fertile prairies that awaited the coming 
of the immigrant had penetrated to the IMiddle and even to the New England States. 
The railroad was in the future but the Great Lakes were there, as the}" had been 
when La Salle and Marquette pushed into the perilous M-ilds. Since the days when 

■"A band of pilgrims moored their bark 
On the ■wild Xew England shore," 

there had not been a more itttelligent body of men and women folkn^rng the " course 
of empire. ' ' The South sent its quota as well, and Kentucky especially was neigh- 
borly. 

In all of these immigrants there was a strong religious sentiment, and the need 
of religious teachers was keenly felt. The pioneer preacher was satisfactory to a 
certain t>'pe of the newcomers, but others had lived ^^■ithin the sphere of the edti- 
cated clerg}- and could not be satisfied to have their young grow up under the preach- 
ing of the extraordinarily ardent but often illiterate circuit-rider or local exhorter. 
The college Avas their only hope, aitd for the preparation of an intelligent ministry 
they looked to such an instittition. As the religious sentiinent was the explanation 
of the rise of the common school, so it was the inspiration of the small college. Of 
the four colleges that sprang into life in this decade two of them were dtte to the 
zeal of Eastern missionaries itt whole or maiith'. while the other two were the product 
of the same sentiment in Illinois. 

An unpublished mainiscript of the National Biu-eau of Education on " The 
History of Higher Education in Ilhnois." edited by Edwin Grant Dexter, Ph. D., 
contains an interesting chapter on " The Beginnnigs of Higher Education in Illinois," 
by Prof. Frank Smith Bogardus, of the Indiana State Normal School. Through 
the cotirtesy of the Commissioner the ^^Titer has had access to this contribution and 
hereby acknowledges his obligation to the author. Professor Bogardus calls atten- 



THE EDUCATIONAL HISTORY OF ILLINOIS 289 

tion to the influence of the location of these schools upon the distribution of popula- 
tion. Thus Illinois College and Knox College belong to the first group mentioned 
above, while Shurtleff and McKendree belong to the second. They drew their own 
people about them and thus gave a characteristic complexion to the part of the 
State in which they were located. These beneficent institutions were denominational 
in their foundation and thus enlisted the sympathy of their sects in remote regions. 
It was by no means an unusual occurrence for the contribution box to be passed in 
far-away churches for the assistance of struggling colleges in that distant West 
to which some of their fellow communicants may have removed. Knox and Illinois 
were Presbyterian, and Shurtleff and McKendree respectively Baptist and Methodist. 

" That other denominations than those mentioned were interested in the work 
is shown by the fact that the Scotch Covenanters of Randolph county secured a 
charter for Union College, in 1833. In the same year the Christian Church of 
Southern Illinois secured a charter for Jonesboro College, and a few years later 
Bishop Chase, representing the Episcopal Church, founded Jubilee College." 
Although Union College was authorized to begin the instruction of young men it 
never realized. Some untoward circumstance discouraged its would-be founders. 
The same fate was experienced by Franklin College, as has been recited on an earlier 
page. It was the first to secure a charter which was granted in 1826 and its location 
was to have been in Edwards county. 

The failure of Franklin College to become an educational fact is a disappoint- 
ment to the historian, for Edwards county has a most remarkable record for intelli- 
gence and good order. It was to this county that Morris Birkbeck and George Flower, 
two wealthy and eminent Englishmen, directed a colony only ten years before. 
This was the Birkbeck whose " Notes" and "Letters" are now so eagerly sought by 
the students of Illinois history, and which were read as eagerly in England and on 
the continent as in the prairies that they describe. There was so much of romance 
and adventure connected with the American experiences of these philanthropists 
that it is not easy to resist the temptation to turn aside from the main line of investi- 
gation and tell the interesting story of these English "invaders," who sought to 
better the conditions of the agricultural population of France and England after the 
Napoleonic wars. 

The charter for Alton College, which was passed on March 1, 1833, was declined 
with thanks. Reference has already been made to this event on an earlier page. 
There were two conditions that for some reason were creeping into these charters 
that made them objectionable. One of them was the prohibition of a theological 
department and the other was the limitation of the land-owning power of the cor- 
poration. Since these denominational colleges had the preparation of young men 
for the Christian ministry as one of their main purposes, the refusal to accept some 
of the charters is obvious. This antipathy to a theological department is easily 
understood, as is the close limitation of the land-holding ability. Southern Illinois 
had been largely settled from Kentucky and other Southern States. There was a 
natural antagonism to the Northern immigrant, and his motive in getting college 
charters was declared to be only a "Yankee" scheme for securing large tracts of 
land. This was effectually blocked by placing such limitations upon the ability to 

19 



290 THE EDUCATIONAL HISTORY OF ILLINOIS 

hold land that the game was not worth the candle. The objection to the theological 
departments is charged to the antipathy of the pioneer preacher to the educated 
clerg}-. The WTiter well remembers the pioneer circuit-rider who arrived at a school- 
house to hold a religious service for the members of his sect but fotmd that another 
congregation was in possession of the premises. The courtesies of the situation 
were not overlooked by the prior occupant, who was a scholar of real merit. He 
in\4ted the brother to close the services wHth prayer and was regaled with a fervent 
petition that the Lord would add his blessing to "the sarmon that had jist been 
read to him." It was expected that the necessary inspiration would till the mouth 
of the speaker if he reenforced his faith with his zeal. That there were exceptions 
to the general rule goes without saying, for among the rude shepherds of the flock 
there were men of great abilit}' and warm friendship to an educated ministr}-, who 
regretted their own lack of preparation to lead the people in religious matters. 

The colleges that had been unsuccessful in obtaining suitable charters bided 
their time and "pooled their issues." In 1835 they succeeded in getting more 
favorable charters, and Alton, Illinois, iMcKendree and Jonesboro Colleges were 
incorporated. There were still illiberal features in the charters, but they were 
accepted, and a few years later more liberal legislatures removed them. 

Knox College was incorporated in 1837. It suffered severe limitations in its 
powers because the charter contained the objectionable features described, but it 
finally escaped from them when a more liberal sentiment became dominant. j\Iany 
of these early institutions were short-lived. In the words of Professor Bogardus, 
"Of seventeen institutions incorporated under the name of ' College or University' 
between 1835 and 1852, Rush Medical College and Knox are the only ones that 
seemed to be on a permanent basis. Three others seem to have been incompletely 
organized and to ha^-e done some work, but they soon suspended operations for lack 
of support. They were Jubilee, McDonough and Illinois State University." 

Professor Bogardus calls attention to the " INIanual Labor College" movement 
that appeared in the late thirties. The stiident of the session laws of the General 
Assembly of that period finds the pages sprinkled liberally Avith these bills. They 
were chiefly inspired by the success of the Oneida Institute of Dr. Gale, in central 
New York. The}' all went their way in a little time. Illinois College tried the 
scheme, but when fairh- well equipped discovered that its students were too weU 
acquainted AA-ith manual labor to permit their time to be dra^-n away from the books 
which they had come to sttid}". 

As to the priority of establishing. Professor Bogardus says: " So many conditions 
surround the foimdation of a higher institution that it is difficult to determine, in 
such a way as to satisfy all concerned, the question of priority. Each of the insti- 
tutions under discussion was preceded by a school of lower grade; thus Shtirtleff 
was preceded by Alton College and that by Rock Spring Seminar}-. In a similar 
wa}-, the forerunner of McKendree College was Lebanon Seminar}-. If we are to 
conclude that the colleges considered dated from the establishment of these secondary 
schools, ver}- different dates must be given though the beginning of real collegiate 
work is considered as the date of foundation. If the latter course is to be followed 
there is little doubt that to Illinois College must be given the credit of being the oldest 



THE EDUCATIONAL HISTORY OF ILLINOIS 291 

college in the State. Collegiate work began in that college in the fall of 1830. Cer- 
tainly no one of the other colleges mentioned began within several years of that date. 
The date of granting of the charter has no important bearing on the question, since 
many colleges were chartered in which no instruction was ever given, and others, 
again, were chartered and organized after a series of years." 

If colleges once get a standing place they display a vitality that is phenomenal. 
The amount of self-sacrifice that is often manifested to keep them going is a tribute 
to the hearts of those who engage in such despairing tasks, but it occasionally reflects 
upon their heads. Sometimes the case is so hopeless that they are left to their fate. 
There are those living who knew something of McDonough College. The "Old 
School" Presbyterians felt the need of a college upon which they could lavish their 
affections and their money in the hope that they might produce a body of clergymen 
that would give success to their propaganda. It received its charter in 1836 and 
began operations in 1837. It deferred the college idea until 1848, contenting itself 
meanwhile with the work of an academy. Doubtless it rendered excellent service 
during that period when secondary schools were so few in number. In that year 
it secured a new charter and struggled to its feet. Three years later it called a 
president from Philadelphia, Rev. William F. Ferguson, D. D. For a time its 
prospects were encouraging, having an attendance as great as that now found in 
some of our existing colleges, but its following fell away and soon after it died from 
complete exhaustion. 

Jubilee College, as has been stated, was founded by Bishop Chase, of the Epis- 
copal Church. He did not at first ask for a charter, for he did not care to have an 
unfriendly legislature place any embarrassing limitations upon the religious work of 
the institution. He was a most excellent solicitor, for he succeeded in getting con- 
tributions to the extent of some $4,000 in money and a large tract of land — some 
four thousand acres. Three buildings were erected and something of a start was 
made in the matter of instruction. 

The location of Jubilee was exceedingly romantic. It was a few miles west of 
Peoria in the hilly region lying between the river and the open prairie beyond. The 
adjacent region had few inhabitants and for that reason, perhaps, it was thought 
that the college would attract students. It was quite the fashion in those early 
days to locate educational institutions where the free air could blow through them 
and where the young men would be free from the temptations of town life, forgetful 
of the fact that wherever they might go they would carry the world along with 
them. A visit to Jubilee forty-five years ago revealed the buildings somewhat the 
worse for the action of the elements, but the students and the professors alike had 
fled. A charter was secured in 1845, but schools are in need of something more than 
chartei's. In recent years it has been reopened as a school for boys. 

An accotmt of another of the unsuccessful colleges is contributed by ex-President 
W. E. Lugenbeel, of Austin College. This institution had its beginning in 1890 as 
a result of the interest in higher education on the part of five of the leading citizens 
of Effingham. These men were Dr. J. B. Walker, L. H. Bissell, George M. Lecrone, 
R. B. Truesdale and W. H. Dietz. The community took an interest in the enter- 
prise and in a short time a sufficient sum was realized to erect and equip a building 



292 THE EDUCATIONAL HISTORY OF ILLINOIS 

capable of accommodating some three hundred students. The school received its 
name from the liberality of two wealthy citizens of the town, Edward and Calvin 
Austin. A board of ti-ustees was organized which proceeded to erect the building, 
equip it, employ a faculty and launch the school on the somewhat imcertain sea of 
educational endea^'or. Effingham was already a good school town. It had felt the 
impulse of the State Normal Schools and some of their graduates were among its 
leading citizens. If the money could be secured the project could be made to go. 
The doors were opened to students on July 6, 1891. 

President Lugenbeel, of Borden College, Indiana, accepted the presidency. It 
was the purpose of the governing board to develop a genuine college which should 
rank with any of the existing institutions of that grade within the State. " Three 
classes of students were kept in view in planning the work — graduates of the rural 
schools, graduates of high schools, and older students whose education was deficient 
or who desired advanced work. The motto of the institution was, ' An institution 
at which young and old may study any subject they need.' " 

In addition to a preparator}^ course of two years and a college course of four 
years. Normal, Commercial and Music courses were offered. Opportunities for 
most economical living were afforded and it was ardently hoped that a large enroll- 
ment of students would be secured. 

At the end of two years the school had established an excellent reputation in its 
part of the State. Its future seemed assured and its friends were full of hope for 
its permanent success. But it encoimtered the financial storm of 1893 and nearly 
experienced complete shipwreck. As is often the case, a rare spirit came to its relief 
and it outrode the gale under the inspiration of his presence and influence. The 
name of Heniy B. Kepley is held in affectionate regard by all friends of the school. 
For the next eleven years there was comparative prosperity or at least a reasonablv 
comfortable status. At the end of this period the institution was turned over to 
the Educational Societ}' of the Christian Church, in the hope that the support of 
that vigorous and energetic denomination would be able to put it upon a firm foun- 
dation. But the philanthropists failed to come to the rescue and the enterprise 
was given up in 1905. 

It is with a sense of relief that the chronicler turns to the history of institutions 
that were able to survive the periods of financial depression and strike their roots 
deeply enough into the soil to maintain a healthy life. In narrating the experiences 
of these colleges we may anticipate stories of trying 5'ears when all was dark and 
failure seemed inevitable. With a tithe of such discouragements in the way, business 
enterprises would be abandoned and other lines attempted where the chances for 
success seemed more favorable. But educational institutions possess a strange 
vitality after they have once established themselves in the hearts of the people. 
A college is properly called an alma mater. It gives one a spiritual mothering with- 
out which one feels that a natural mothering loses a large part of its significance. 

ILLINOIS COLLEGE. 

It has been said that Illinois College may justty claim to be the oldest institution 
of its kind in the State. Its historv^ is a record of heroic service in the cause of 



THE EDUCATIONAL HISTORY OF ILLINOIS 293 

higher education. The greater part of the material here presented is found in a 
sketch of the institution prepared for pubHcation by the Bureau of Education by 
President C. H. Rammelkamp, Ph. D. 

Of course it is the old story, the many times a twice-told tale. There will be 
sure to be some man whose heart has been touched by coals from a high altar. In 
this case it is one Rev. John M. Ellis. He had been sent by the young American 
Home Missionary Society into the wilderness of Illinois in 1825. The State was 
sparsely settled and the churches were few and feeble. In all there were but three 
Presbyterian clergymen with parishes, and they were widely separated. The 
nearest Congregational ministers or churches were in northeastern Ohio. 

There was a feeble church of his communion in Old Kaskaskia, and thitherward 
he went. He could not but be impressed with the scarcity of educational facilities, 
and yet there were the youth of the new commonwealth coming forward to citizen- 
ship. As he had opportunity he presented to the people whom he met his dream 
of a school that should furnish the culture essential to the production of a superior 
manhood and womanhood and that should at the same time be essentially Christian 
in its character. 

Realizing the poverty of the pioneer his scheme included a plan for self-support 
on the part of the students. He would have them pay their tuition in produce 
which they should grow by the labor of their hands in the intervals of their school 
work. Each student was to have a small area at his disposal and there he could 
induce the generous soil to return him a livelihood for his labor. A school garden 
was also a part of the plan and it was expected that the energ}- that goes to the 
athletic field of the modem school would expend itself upon the roots and herbs 
that would minister to the youthful appetites. 

In the summer of 1827, in company with Rev. Samuel Giddings, he visited Bond 
county, where there were a few small Presbyterian churches. There he fotmd a 
number of young men who desired to enter the Christian ministry. How should 
they be qualified for their sacred duties except by some educational instrumentality 
similar to the one that he had been carrying in his heart as he went about the wilder- 
ness of prairie and forest? He outlined his plan and the dwellers of the cabins 
started a subscription paper, .with the idea that in the course of time it would be 
possible to establish an institution in their midst embodying his ideas. It was thus 
that the movement was launched, although it seemed beyond hope that it could 
achieve success where people had enough to do to keep above the starvation point. 

At that time the Presbyterian churches of Illinois were affiliated with the Pres- 
bytery of Missouri, and it was the most natural of suggestions to seek the endorse- 
ment by that bod}^ of the proposed enterprise. This was done a few months later, 
and a committee was appointed b}^ the Presbytery to take it under consideration 
and report their findings to the spring meeting. "While the people of Shoal Creek 
had shown great interest and generosity, it was deemed advisable to make a more 
careful survey of the territory which would be tributar}^ to the institution before 
deciding upon a location. According^ Mr. Ellis and a Mr. Lippincott, a warm 
advocate of the Ellis project, spent several days in constiltation with the people 
living in and near Jacksonville with regard to the advisability of establishing them- 



294 THE EDUCATIONAL HISTORY OF ILLINOIS 

selves at that point. A public meeting listened to the ideas of the committee and 
a sentiment favorable to the location of the institution at that point soon developed. 
The amount subscribed there was greater than at any other place. The extreme 
fertility of the adjacent land foretold a large and prosperous community. The 
proposed site was extraordinarily beautiful, as any visitor niay readily perceive for 
himself after all of these years have passed since these ardent missionaries and the 
leading spirits of the }'Oung village were casting about in the midwinter of 1828. 

At the meeting of the Presbj^tery in the spring the committee submitted its 
report, with the advice that the project be sympathetically fostered and recommended 
to the Christian public and that a theological department be adopted by the Pres- 
bytery. It must have been a severe blow to the hopes of the committee when their 
recommendations were unceremoniously voted down. Indeed, was it not too much 
to expect that a Missouri Presbytery would commit itself to the task of promoting 
the establishing of an institution of learning in another State when the same thing 
was so sorety needed in its own? But the movement had gained too much momen- 
tum to be abandoned. True, less than $3,000 had been subscribed and subscriptions 
are far from being cash in hand; as the committee looked at that little bunch of 
promises to pa_y, on one hand, and then contemplated their elaborate scheme of 
primary, collegiate and theological departments with that economic device for manual 
labor, on the other, the}' must have found some difficulty in repressing a smile as they 
looked into each others eyes. There was but one thing to do; they must go to the 
more populous East and enlist the aid of those whose financial condition would 
permit subscriptions and whose religious zeal would secure them. Mr. Ellis reported 
to the American Home Missionary Society the exact situation and appealed to the 
Christian philanthropy of the East. His report gained publicitj^ through the 
columns of the Home Missionary, an eastern publication. 

Meanwhile aid was developing in an unexpected quarter. The marvelous 
resources of the West were beginning to attract the attention of all intelligent people 
in the older East. The tides of emigration were pouring toward the groves and 
prairies of Illinois, Missouri, Indiana and Michigan. It was unmistakable that a 
great empire was developing in those hospitable States and that those who were 
early in possession were predestined to abundance. The students in the theological 
seminaries saw the consequent need for missionary talent, as the church and the 
school always lag far behind the pioneer. 

As it is a legitimate work for a school to locate its graduates, there was a " Society 
of Inquir}^" in the theological department of Yale College, whose especial function 
was to discover fields of employment for its product. Weeklj^ meetings were held 
for the discussion and dissemination of the information placed at its disposal. So 
much interest and enthusiasm were aroused that it was inevitable that something 
should come to pass that would make history. It is possible to locate the epochal 
event. On the evening of November 25, 1828, Theron Baldwin appealed to his 
brethren "to consecrate their lives in the true spirit of apostolic self-denial to the 
great Christian entei-prise of universal evangelization." He spoke to A^outhful hearts, 
buoyant with hope and in full sympatb}^ with him and his theme. As Mason Gros- 
venor, a member of that society, was returning from that meeting to his room, under 



THE EDUCATIONAL HISTORY OF ILLINOIS 295 

the solemn majesty of a starlight evening, the thought occurred to him that he and 
his comrades must act at once. It was another of those instances in which the fire 
and the tinder have got into those relations which alone make either of them of any 
significance. The relation of the historic New England colleges to their commu- 
nities was a matter of common observation. Why should not these fine fellows go 
forth to the undeveloped West and do for that part of their common country what 
men moved by a kindred spirit had done for New England? How inspiring the 
suggestion! Mr. Grosvenor appealed to his comrades and his plan met with warm 
approval. And now, just at the psychological moment, a copy of the Home Mis- 
sionary fell into the hands of Mr. Baldwin and in it was the Macedonian call of Mr. 
Ellis. Here were the two things that belonged together, people who were burning 
to go and a field that needed them. Mr. Baldwin at once communicated with 
Mr. Ellis and with his friends. 

We can easily imagine the impatience of the young men while waiting for the 
reply. At last it came, and it was what might have been expected from the faithful 
pioneer at the other end of the line. But little was known of the actual conditions 
in Illinois. What he wrote fixed the resolution of seven of the young theological 
students, and in the early part of 1829 they subscribed their names "to a solemn 
pledge to devote their lives to the cause of Christ in the distant State of Illinois. 
These seven constitute the group known and honored among the friends of the 
college as the 'Yale Band.' Their names were as follows: Mason Grosvenor, in 
whose mind the plan originated; Theron Baldwin, John F. Brooks, Elisha Jenny, 
William Kirby, Asa Turner, and Julian H. Sturtevant." 

It was a peculiar misfortune that the young man who had especially inspired the 
movement was prevented for many years from engaging in the work that had so 
attracted him, because of ill health. The rest completed their courses at the Sem- 
inary and then set out for Illinois. 

Meanwhile they busied themselves in working out in a most painstaking way 
and with the assistance of the faculty at Yale a definite plan of procedure and con- 
ditions contingent upon their going. One of them, by the way, required the young 
men to raise $10,000. The conditions were promptly accepted by the trustees and 
subscribers. The Home Missionary engaged in the enterprise with great vigor. 
The news of the whole movement went abroad through New England and attracted 
wide-spread attention. In the absence of details the imagination can easily supply 
them. Illinois was receiving an amount of advertising that it could not have secured 
in any other way. Jacksonville was lifted out of its obscurity and " set upon a hill." 
The men who engaged in soliciting the promised funds from the Christian people in 
the eastern and middle States informed themselves with regard to the unknown 
country and thus became schoolmasters to the public. Who can tell what large 
numbers must have been carried forward to the point of decision by what the}^ heard? 

In the fall of 1829 Mr. Baldwin and Mr. Sturtevant removed to Illinois to com- 
plete their plans and open the doors of the new school. Mr Baldwin did not stop 
in Jacksonville, however, btit went to Vandalia for the prosecution of missionary 
work, while Mr. Sturtevant settled down to the task of getting things going. The 
institution was christened " Illinois College." A nominal tuition fee was determined 



296 THE EDUCATIONAL HISTORY OF ILLINOIS 

upon — 112 a year for English branches and S16 for higher branches. All arrange- 
ments were finished, and on the 4th day of Januar}-, 1830, the institution began its 
sessions in a partially completed building. This building — Beecher Hall — is still 
standing and is the oldest building for college purposes west of the Ohio river. 

The early days of a college are always of intense interest. When looked back 
upon from distant years they are suiTounded by that charming atmosphere of 
simplicit}' and devotion which are so engaging. Julian M. Sturtevant, the first 
instructor, and predestined to link his name with the history of higher education in 
Illinois, writes most charmingh^ of those primitive beginnings. A few characteristic 
descriptions are culled here and there. 

" The first Monday in January, 1830, was fixed upon for commencing instruction. 
Nine students had presented themselves. Our first business was to 
put up a stove, which occupied us about two hours, carpenters and teacher and 
trustees and students co-operating. Pupils were then called to order. I addressed 
them a few words, and among other things told them, I remember, what m}^ heart 
felt ai:id belie^'ed ; that we had come there that morning to open a fountain for future 
generations to drink at. We then commended ourselves and the whole great enter- 
prise to God in prayer. It was a season never to be forgotten, whatever the fate of 
the college may be. I then proceeded to inqtiire into the intellectual condition 
of my pupils. Not one of them had ever studied English grammar or geography, 
a few had learned the ground rules of arithmetic, and two had some knowledge of 
the first rudiments of Latin. Instiaiction was commenced accordingly. The 
number of pupils gi'adually increased during the winter and spring, and though 
I have not now the means of determining accuratel}' it must have averaged from 
twenty to thirty." 

It seems incredible that a man of the qualities of Edward Beecher could have 
been enticed from the pastorate of the Park Street Church, in Boston, to go into the 
wilderness and assume the presidency of a college without students or faculty or 
btiildings. Who can explain it upon any other theory than pure philanthropy? 
What a boimdless blessing it M-as to this frontier school to have him and Sturtevant, 
scholars of repute, to teach such bo^'s as were described in that paragraph above. 
And it was fi-\-e 3-ears before the college obtained a charter. The singular reluctance 
of the General Assembly to deal generously with the institution shows the settled 
disti-ust and suspicions of those early lUinoisans. Candidates for office posed as 
the guardians of the people to protect them from the dark designs of these unfath- 
omable zealots. The land terror led them to limit the holdings of the college to a 
single section and the theological terror led them to prohibit the organization of a 
theological department. 

The first class was graduated in 1835, and one of the two constituting it was the 
gallant Richard Yates, the great war governor and the beloved of the people. How 
did he win their hearts so completely ? There was a natural growth in numbers and 
in scholarship. The Ellis scheme did not work and there was pressing need of more 
room. An eftort to build brought lasting embaiTassment and the whole thing well- 
nigh went b}- the board in the panic time of 1837. There had been a $100,000 fund 
subscribed in the two preceding years, but the depression almost made a finish of 



THE EDUCATIONAL HISTORY OF ILLINOIS 297 

it, for it was only a subscription. There was land and land, but there were also taxes 
and taxes, and the land brought no revenue. And so the debts accumulated and 
hope sickened. Ten years later much of the land was sold and the debts were 
reduced, but there would have been a drowning had not the generous East helped 
to keep the flood down or the head up. As if to add to the gayety of nations charges 
of heresy were brought against President Beecher and Professor Sturtevant and 
Professor Kirby. The Presbytery tried them but could not find them guilty. 

To help the college out of its financial troubles President Beecher returned to 
the East, in 1842, but once again upon his native heath and pastor of a prosperous 
church, in Boston, he did not get back to the western battle-ground or begging 
ground, and he was succeeded in 1844 by that energetic and capable manager. Prof. 
Julian M. Sturtevant, who had been with the college from the first. 

His administration was in many ways a notable one in the history of the insti- 
tution. He was a remarkable scholar, a great teacher, and a great preacher. He 
was not a popular figure with the students, however, as a professor, yet his promo- 
tion to the presidency was greeted with the warmest approval by all concerned. He 
gave himself to his intellectual pursuits and lacked somewhat in that spirit of com- 
radeship which makes for so much on the frontier, while in the chair of a professor, 
but his presidency was the longest in the history of the college and was in many 
respects the most important. 

Illinois was called upon to run the gauntlet of religious quarrels, if quarrels may 
properly be termed religious. Congregationalists and Presbyterians were yoke 
fellows in the establishing of the school but they were not well mated. It was 
important to minimize sectarian influence in the management, for all elements were 
needed for success, and this was the avowed policy of the former sect. The situation 
of the president was indicated in an address delivered by him on the occasion of the 
fiftieth anniversary. The paragraph quoted by President Rammelkamp is worth 
reproduction here: "During all these years," said Dr. Sturtevant, "It has been 
regarded as an axiom by a majority of our people, or, if not an axiom a truth per- 
fectly demonstrated by experience, that no college can prosper that is not under the 
control of some religious sect. I have never accepted it as an axiom and was never 
farther from accepting it than now. I do not regard it as true. I esteem its con- 
tradictory as much nearer the truth, that no college can be in the highest degree 
prosperous that is controlled and managed by a sect. I am profoundly convinced 
that it is necessary' to the highest prosperity of a college that its control should be 
as large-hearted as Christianity itself. I heartily accept Christianity as the only 
possible basis of free and permanent society ; and I therefore think that all our schools 
of learning should recognize it and be founded on it. But narrower than that they 
can not be, without in a large degree unfitting them for the best discharge of their 
high function. If ^'ou narrow a college within the limits of a sect, you deprive it 
in a great degree of the sympathy of the whole community. You can not enlist 
in its support the heart-throbs of the whole people. You will be very likely to make 
it a starveling." 

This sentiment reveals the character of President Sturtevant, and its liberality 
caused him and his charge no little trouble during his administration. 




2as THE EDUCATIONAL HISTORY OF ILLINOIS 

And there was the sla\-en- question to deal with. The local commtmity and the 
suiTounding communities generally were proslaver}- in their s}'mpathies. That part 
of Illinois had been mainly settled from the South. These New England professors 
were of the political faith of the communities in which they were bom and in which 
the}" had been nurtured. Here was a situation which of necessit}' meant conflict. 
Beecher and Lo^■ejo^' were friends, and the foiTner was a part of the provocation 
that led to the ignominious Alton riot. The interests of the college must be con- 
ser^'ed, btit how cotild a Beecher keep silence when the freedom of the press and of 
public discussion "^^^as threatened? Lo^'ejoy was at the commencement in 1837. 
The facult}- ^^•ere kno^^^l to be with him. Beecher was with him when he ^^•as foully 
mtn-dered. It ^^•as a hard time for the institution. President Sturtevant said in 
1844, " I would not consent to suffer what I have suffered in the last seven years and 
am still suffering for any other consideration than the most imperious duty." And 
Prof. J. B. Turner, destined to be so conspicuous in fighting for popular education 
in later }-ears, was an unqtialified abolitionist and did not hesitate to a\'ow himself 
as such. He helped man}- a black-faced f^^giti^■e through the subwa}' in the direc- 
tion of the north star. So there was turmoil in the communit}- and unrest among 
the students and the people feared to see an Illinois man on the platform lest there 
should be some "indiscreet" reference to the "peculiar institution." 

In these early da}-s the college titistees seem to have had more to do with the 
internal management of affairs than the faculty. Thus entrance requirements, 
librar}' iiiles, the character of the government of the pupils, regulations respecting 
the use of intoxicants and other " exliilarating substances," religious ceremonials 
and abotit e^'er}"thing but the hearing of classes seems to have been regarded as 
appropriate material for the board to exercise its discretion upon. Among other 
things the students were admonished to treat the teachers "with that politeness 
which is required b}- the mles of refined societ}' and with that respect and deference 
which is due them as the executors of the laws and constituted guardians of the 
institution." 

In 1844 there were four professors and two instiiictors ; ten }'ears later there 
were five regular professors and two tiitors. At the close of the Sturte"\-ant admin- 
istration in 1876 there were se^'en regular professors, two instractors and a librarian. 
Here is a rather startling exhibit of admission requii-ements as earl}- as 1850. No 
student was to be admitted tinder fourteen }-ears of age, yet all candidates for admis- 
sion to the freshman class were to be examined in the Latin and Greek gi'ammars, 
Cicero "s Select Orations, Virgil, Sallust, Greek Reader, Arithmetic, Geogi'aph}- and 
English Grammar. Of course this was found to be too stiff" for the western bo}-s 
and so it was that with proper apologies the board an-anged a scientific course of 
three }-ears. In 1843 a medical course was organized and continued with quite 
liberal patronage for five }-ears. The gi'aduation requirements were not rigorous. 

As has been stated, a preparatory department was established at the opening 
of the college, biit it Avas discontintied after a time. In 1869 it was again opened 
luider the name of ^Aliipple Acadeni}-, Dr. Samuel L. ^Miipple, of Jacksonville, 
ha-\-ing donated $10,000 for that purpose. Several other features were added to the 
academv. 



THE EDUCATIONAL HISTORY OF ILLINOIS 299 

The civil war robbed the colleges of their men and Illinois was no exception. 
Fire visited it in 1852 and robbed it of a building, btit an active campaign put a new 
one in its place in 1857. Additional buildings came in their own time. In 1876 
President Sturtevant closed his long term of thirty-two years, but retained a chair 
in the faculty until a short time before his death. Prof. Rufus Crampton succeeded 
him in the capacity of acting president, a position which he continued to hold for 
six years. 

In 1882 Prof. Edward A. Tanner was elected president. The college had not 
been financially successful.' An annual deficit had confronted the board. There 
were no endowments in sight. A portion of the campus had been sold to meet 
expenses. It was a gloomy outlook and enough to discourage the most stout- 
hearted. But Professor Tanner had shown skill as a money-getter. He now demon- 
strated his peculiar fitness for the position to which he had been called. He got 
the campus back, abolished the hateful deficit, increased the endowment, and in 
all ways improved the conditions. But his task seems to have cost his life, for he 
died in the spring of 1891. 

The subsequent history may be briefl}^ told. There was a brief interregnum in 
which Prof. H. W. Milligen, M. D., served as acting president. Dr. John E. Bradley 
was elected in 1892 and served about seven years. He came from the superintend- 
ency of the Minneapolis public schools and was a man of affairs. In his administra- 
tion the Jones Memorial Building was erected. Pending the selection of a president 
Prof. Milton E. Churchill acted as temporary head for one year. 

In 1900 Rev. Clifford W. Barnes became president. He served for about five 
years. Under the stimulus of a conditional offer of Dr. D. K. Pearsons, of Chicago, 
the benefactor of the small colleges, who offered $50,000 for an endowment fund 
if the college would raise 1150,000 to go with it, the friends of Illinois came to the 
rescue and the deed was accomplished. Certain marked changes were incidents of 
this movement. The Jacksonville Female Academy became a department of the 
college. This made the institution coeducational after seventy years of life as a 
school for men. It also jDassed it over to the Presbyterians. Its troubles were 
not over, however, for its increased responsibilities were not balanced by its increased 
income. 

President Barnes was succeeded in 1905 by Mr. C. H. Rammelkamp. a Cornell 
man. He had served on the faculties of Cornell and of Leland Stanford, and at the 
time of his election was Professor of History in the College. An incident of admin- 
istration was the election of Hon. William J. Bryan to the presidency 'of »'the Board 
of Trustees in 1905. A year later the college received a gift of $50,000, in conse- 
quence of which Mr. Bryan retired from the presidency of the board. 

Under the excellent management of President Rammelkamp Illinois College 
is predestined to have the most successful experience of its career. The city in 
which it has spent its life is known as "The Athens of Illinois." The college has 
attracted a most intelligent body of citizens, or, it may be more properly said, 
has developed a most intelligent community. Good things are in store for the 
brave little institution that is so closeh^ related in its life history with the building 
of a State. 



300 THE EDUCATIONAL HISTORY OF ILLINOIS 

*SHURTLEFF COLLEGE. 

Shurtleff College is another of the institutions of higher learning that belong to 
the early history of Illinois, and a fit companion of heroic Illinois College. As the 
latter was due to the enthusiasm of the Congregationalists and Presbyterians so the 
former is a tribute to the zeal of the Baptists. The question of priority of founda- 
tion is a matter which each reader must determine for himself, if he shall care to 
consider it, after the statements of the historians are in. 

President Riggs says: "It may be stated positively that the Baptists were the 
first Protestant Christians to enter this new country. In 1796, the first Baptist 
church in the State of Illinois was founded in this vicinity." 

The year that Illinois was admitted to the Union witnessed the organization of 
the Illinois United Baptist Association, with one of its objects " the promoting of 
common schools in the western parts of America." In the same year Rev. John 
M. Peck was sent to St. Louis to engage in missionary work in that city, as well 
as in its vicinity. This was seven years before Rev. John M. Ellis had been sent to 
a neighboring field by the American Home Missionary Society. In 1822 Mr. Peck 
went to Rock Spring, a point about thirty miles from Alton. It was there that the 
Rock Spring Theological and High School was established in 1827. President Riggs 
says: "It is stated" (he does not give his authority) "that this was the first literary 
institution in the State of a higher order than a common or primary school." If 
this be a correct statement it attaches no little interest to this frontier attempt to 
give the pioneers a chance at something more than the merest i-udiments of learning. 
It met with no small degree of success even if measured by modem standards, as it 
had a student body of almost two hundred and fifty. After a life of four years it 
was removed to Alton, where it was subsequently merged into Shurtleff College. 
Here is where an issue is raised again with respect to the honor of being the first bom 
of Illinois colleges. If Rock Creek Theological and High School was the real parent 
of Shurtleff, then the latter must be cro\vned as the rightftil heir to the blessing. 
It is not clear, however, as to whether the Rock Creek school died because of the 
opposition of a new school at Alton or was moved to a more advantageous location 
and thus was continued under another name. 

Before proceeding with the further story of the college, space should be given 
for a recognition of 

JOHN MASON PECK. 

We have already encountered him in that historic educational meeting held in 
the then capital of the State, in 1833. Mr. Pillsbury speaks of him as "perhaps 
the most indefatigable worker in behalf of education that the State has ever known." 
At that meeting Mr. Peck moved the adoption of the following: 

Resolved, That a committee of five be appointed to devise measures for obtaining information 
on the subject of education and to devise a system of pubHc instruction, and that they report on 
Monday evening next. 



*This sketch consists mainly of material drawn from the History of ShurtlefE College, prepared by President 
J. D. S. Riggs for the proposed ptiblication of the U. S. Eiireau of Education. 



THE EDUCATIONAL HISTORY OF ILLINOIS 301 

Mr. Peck was appointed as a member of that committee and at the designated 
time and place presented its report. The gist of it was the recommendation of the 
organization of the Ilhnois Institute of Education, which will be further noticed in 
the chapter relating to the history of the Illinois State Teachers' Association. 

In his " Brief History of Early Education of lUinois," Dr. WiUard writes: " Rev. 
John M. Peck . . . labored for the evangel of the school as only second 
to the gospel of the church. He founded Rock Spring Seminary; worked hard for 
Shurtleff College ; brought teachers from the East and helped them to employment ; 
in every way and at every opportunity he used tongue, pen, time, means and influence 
for the great cause. Put with this the fact that he was one of the few leaders who 
exerted themselves to the utmost when the effort was made in 1823-24 to make 
Illinois a slave State, when he rode and preached and spoke everywhere against the 
scheme, and we establish for Mr. Peck a strong claim upon the respect and gratitude 
of this and future generations." 

Again Mr. Peck appears in the record in 1834, immediately before the meeting 
of the General Assembly. Mr. Peck was then publishing a paper called The Pioneer 
and Western Baptist. This gave him a vantage point for service to the cause of 
popular education and it goes without saying that he made the most of it. He states 
in his paper that "during the late contest," presumably the election of members of 
the legislature, "most of the candidates have come out decidedly and unequivocally 
in favor of a system of common schools." He is, therefore, of the opinion that some- 
thing is to be done at the approaching session. He suggests a State Educational 
Convention to be held at Vandalia at the time of the annual meeting of the Illinois 
Institute of Education. In consequence a large and enthusiastic company assembled 
at the indicated time, there being present delegates from more than half the counties 
of the State. The proceedings of this convention with much additional information 
of historical value were printed by Mr. Peck and may be found in the Report of the 
Superintendent of Public Instruction for 1885-6. 

President Riggs quotes an imnamed writer as saying of him that "he has done 
more to mould the character, not only of the State of Illinois, but of the great Mis- 
sissippi Valley, than any other man that ever lived." This is enough, if true, to 
entitle him to a place in the Hall of Fame, and it is to be regretted that no champion 
arises to secure to him his proper recognition. Lyman Beecher is authority for the 
statement that "he had led more families into the West as permanent families than 
any other ten individuals." If what Governor Reynolds and Governor Coles said 
of him be merited, the first of the above statements seems really warranted, for 
they declare that he did more than any other to save the State to freedom in the 
doubtful days of 1823. 

He was of Connecticut birth. He was the author of Peck's " Guide to Emi- 
grants" and "Gazetteer of Illinois." President Riggs says of him: "He was a 
leader in all denominational enterprises; an active missionary, and agent of the 
American Bible Society; an agent of the American Sunday School Union and a 
Professor of Theology in Rock Spring Seminary. His wonderful energy, his indom- 
itable will, his unconquerable perseverance and his steadfast devotion to the Master 
whom he served made him a power in shaping the plastic civilization of his time and 



302 THE EDUCATIONAL HISTORY OF ILLINOIS 

country. His montiment in Bellefontaine, St. Louis, where he was buried, was erected 
through the munificence of the late Hon. WilHam M. McPherson, of that city, and 
is a fitting recognition of his great worth." 

An interesting anecdote is related of Mr. Peck which brings into one picture 
himself and that other pioneer missionary who followed him to the West — Rev. 
John M. Ellis. As Mr. Ellis was making his way on horseback across the prairies 
of the Sangamon country, whose desolation was occasionally relieved by the " timber" 
that marked the presence of a stream, he came to a clearing in the midst of hazel 
brush and black-jacks and heard the sound of an ax. Of course he saluted the 
woodsman and with the question, "What are you doing here stranger?" "I am 
building a theological seminary," was the reply. "^Vhat, in these barrens?" "Yes, 
I am planting the seed." Here was the beginning of Rock Spring Seminar}^ which 
was the forerunner of the Alton Seminar}', which was the forerunner of Alton Col- 
lege, which was the forerunner of Shurtleff College. The reader can easily supply 
from his imagination the material for a historical picture to grace the walls of the 
College Chapel. 

ALTON SEMINARY. 

This institution is of historical interest as the beginning of the college of which 
it was the forerunner and, like the biblical forerunner, it was a Baptist. Its Board 
of Tmstees was organized on the 4th day of Jime, 1832. The movement was the 
result of the missionary endeavor of one Rev. Jonathan Going, of Worcester, Mas- 
sachusetts, who had been dispatched to the West by Baptists in the East. Alton 
was regarded as a strategic point for the denomination to establish an educational 
institution. Rev. Hubbel Loomis was selected as the principal. It came into 
possession of the effects of Rock Spring Seminary, including, presumably, whatever 
of good will that school had developed. Mr. Loomis was a graduate of Union 
College and was another illustration of the educational and denominational zeal 
that transported men of superior culture to the undeveloped West. 

Reference has been made to the restrictive character of the charters that the 
General Assembty was disposed to hand out to would-be institutions. In addition 
to the suggestions that have been made with regard to this peculiar phenomenon 
it should be said that it is more than a probability that the Dartmouth College 
case, so famous in the history of litigation and of constitution-making, may have 
been a more conclusive explanation than the tentative theories already offered. 
With the sacred inviolability of a charter securely established in the settled prin- 
ciples of American jurisprudence it behooved legislative bodies to be careful about 
giving away what they could not call back if they should happen to desire to do so. 
Be that as it may, when the Board of Trustees of Alton Seminary applied for a charter, 
in 1833, that should incorporate them as " The Trustees of Alton College of Illinois," 
they were tendered one of the limited sort. It barred the selection of Baptist trus- 
tees because they were Baptists and denied the privilege of a theological depart- 
ment. The charter was not accepted. Three 5'ears later, along with Illinois and 
McKendree, a new charter was granted and accepted although it contained the 
theological department limitation. This year thus marks the beginning of the 



THE EDUCATIONAL HISTORY OF ILLINOIS 303 

charter life of the college. A little later, in 1836, the charter was so amended as to 
change the name to Shurtleff College, for the reason explained on a previous page. 
Five }'ears later the legislature permitted an amendment to the charter which 
enabled the institution to establish its coveted theological department and to exer- 
cise the function for which it was originally designed. 

And now began the traditional period of privation and struggle. Here was a 
well-spring of culture freely flowing for all, yet there were few who cared to drink. 
The thirsty were so precious, however, and in potency and in promise for the good 
of the commonwealth that was slowly evolving were so out of proportion to their 
numbers that no effort possible to be made could be considered as uneconomical. 
Prof. Washington Leverett was the acting president for the first five years of trial. 
Associated with him was a twin brother, Warren Leverett. They were graduates 
of Brown University and gave their lives to the school, the former being in vital 
connection with it in various capacities for fifty- three years. 

In the first twenty years there were but two presidents although they served but 
four and five years, respectively. The first was Rev. Adiel Sherwood, D. D., and 
the second Rev. Norman N. Wood, D. D. Between them was an interregnum of 
three years which was supplied by a resumption of the duties of acting-president 
by Professor Leverett. Rev. S. Y. Mc Masters served for one year in the same 
capacity after the retirement of President Wood. Thus ended the first score of 
years. It does not take long to wear men out in such strenuous work especially 
when the}^ are not well fed. In all of this period but twenty-four were graduated. 
Many came but few were chosen. The scholarship requirements were not lowered 
to meet the aspiring but untrained students. Two buildings had been erected and 
a start made toward a library. There was no endowment as yet and there is a strong 
probability that the contents of man}^ a basket collection in Baptist churches in all 
parts of the country found their way to Alton to keep the breath of life in the insti- 
tution and com bread and bacon in the larders of the patient teachers. 

A new period in the histor}^ of the college began with the administration of Rev. 
Daniel Read, LL. D., who was elected president in 1856 and serv^ed fourteen years. 
Dr. Read left the pastorate of a St. Louis church to go to the help of the struggling 
college. The hearts of the friends of the college were inspired with hope when so 
capable a man cast in his lot with them. As was expected, the faculty was 
strengthened, and rich men, two at least, gave material assistance. H. N. Kendall, 
a business man of St. Louis, and Elijah Gove, a Quincy man and a kindred spirit, 
were the main benefactors. The historian loves to make a record of such timely 
benefactions. Both served as trustees. The contributions of the latter aggregated 
nearly $100,000 and those of the former were about half as much. Such aid was 
phenomenal in those pre-millionaire years. The college also enjoyed what is not 
always the good forttme of such institutions; it had the cordial support of the city 
in which it was located, and without the generosity of many loyal friends it would 
never have survived the days of storm and stress that came, alas! far too frequently. 

It was in the middle sixties that the writer of these lines became acquainted with 
Dr. Reed while he was supplying the pulpit of a pastorless church in one of the 
cities of central Illinois. The tall, dignified and scholarly speaker made a most 



304 THE EDUCATIONAL HISTORY OF ILLINOIS 

profound impi-ession upon his mind. It was deemed a rare good fortune for the 
church to aN^ail itself of his admirable ser^•ices although his college duties prevented 
his residence in the cit}'. 

In 1863 the long-contemplated theological department materialized and a number 
of students availed themselves of its facilities. The follo^^'ing year Rev. Justus 
Bulkley, D. D.. entered upon that long and fniitful term of instiiiction which con- 
tiniied until the close of his life in 1S99. At the same time the eminent Dr. Pattison, 
of Worcester, entered upon a five-year tenn of instiiiction in the same department. 

In 1867 the young women began to present themselves at the registrar's office. 
They ■n-ere welcomed although no especial preparation was made for them. Of 
cotirse the}' have stayed, as they always have when once admitted. 

Dr. Read resigned in 1870. Thei-e had been a period of comparative prosperity, 
but the clouds were again thickening. The expenditures of the college had been 
in excess of its income. Friends were alarmed and contributions were meager. Few 
people care to put money into what seems a losing venture. For two years there 
was no president. In June, 1872, Dr. A. A. Kendrick, of St. Louis, assumed the 
office. The election of a new president is usualh' regarded as an epochal event and 
the friends gird their loins for a new endeavor. If an opportunity appears to identify 
the movement ^^-ith the expiration of a quarter century or a half century much is 
made of the coincidence, as if no new period opens except in some such phenomenal 
fashion. These are ways in which we sptir ourselves to unusual action. Not long 
after the accession of Dr. Kendrick to the presidency a rare psychological opportunity 
presented itself. This was the close of the first century after the signing of the 
Declaration of Independence. It is interesting as a psychological study to note 
the number of entei"prises that were undeitaken on the spur of the occasion. To 
quote from President Riggs: "It was believed that no more appropriate observance 
of that significant event could be suggested than thus to equip our colleges and 
universities for the larger opportiinities of the second century of our national life. 
Providential circiimstances seemed to declare that this institution ought to under- 
take the raising of a centennial fund." 

The matter was undertaken and b}' the beginning of the school year of 1878. 
Rev. G. J. Johnson, D. D., who was peculiarly fitted for the task, reported that 
about $130,000 had been secured in cash and pledges. 

In 1882 a third building was added to the two already in ser\-ice. As the }'oimg 
women continued to come, although endured rather than solicited, it was thought 
wise to pro\'ide a suitable home for them, so a cottage was planned and erected. 
In further honor of their presence a school of music and art, as moi-e congenial to 
their tastes than the severe disciplines of the humanities, mathematics and logic, 
was added to the courses of the college. 

As another method of increasing the endo"miient a canvass was undertaken for 
the establishment of thousand-dollar scholarships. This movement has also been 
qitite successful, twent\"-eight of them having been secured at the time President 
Riggs' paper was prepared. A g^Timasium of modest proportions was also added 
to the equipment through the kindness of generous friends. 

At the end of an administration of twentv-three vears, President Kendrick 



THE EDUCATIONAL HISTORY OF ILLINOIS 305 

resigned, in 1894, to accept the pastorate of a St. Lotiis church. Four years later 
he returned to the college to assume the deanship of the theological department, but 
he did not long srirvive. 

As successor to Dr. Kendrick, the Board of Trustees selected Rev. Austin K. de 
Blois, Ph. D. Dr. de Blois brought to his new duties superior scholarship and the 
strength and vigor of A'outh. He was a speaker of unusual power and was sought 
after by prominent churches of his denomination. He served the college for five 
faithful A-^ears. 

The usual interregnum followed the resignation of Dr. de Blois, happily limited 
in this instance to a single year. His successor was Rev. Stanley A. McKay, who 
resigned the pastorate of a Bloomington church to accept the position. Dr. McKay 
remained with the college for five years. At this time there was a bonded debt of 
$25,000, and it was determined to extinguish this obligation and add as much to the 
endowment fund. Both objects were accomplished. He was succeeded by Rev. 
J. D. S. Riggs, Ph. D., L. H. D., President of Ottawa University, Ottawa, Kansas. 

Shurtleff has seen adversity. There have been times in her history when bank- 
itiptcy seemed inevitable. Such misfortunes are safely in the past. Annual d3ficits 
no longer harrow the soul of the management. With assets amoxmting to more than 
a quarter of a million, with an income in excess of the outgo and with encouraging 
indications of better things yet to come, the college goes hopefully forward to her 
appointed task. 

Of course Shurtleff belongs to the small colleges. The attendance averages 
about one himdred and seventy-five. The graduation classes have been small and 
the alumni body does not number more than four hundred, but several thousand in 
the aggregate have been enrolled as students. 

McKENDREE COLLEGE. 

The material in this sketch is mainh^ obtained from an unpublished sketch of the 
college by Prof. G. W. Greenwood, M. A. 

McKendree is another of the Illinois colleges that will soon be celebrating its' 
hundredth anniversary^ As time is measured in the West, it belongs to our early 
history. The child that was bom in the year that it was founded is now, if living, 
bent with age. It is only the external side of its life that can be recorded here. 

The storv' of its establishment is associated with the eccentric Peter Cartwright, 
whose devotion and courage and practical wisdom have given him a most unique 
place in the early histor\^ of the Methodist Episcopal Church in Illinois. He is well 
remembered by the editor of this volume, who was one of his most admiring auditors 
twoscore years ago, when he occa,sionally appeared on the lecture platform to recount 
the stirring incidents of pioneer days in the Illinois circuits. 

It was in September, 1827, according to the writer of the above mentioned 
manuscript, that this historic character "presented to the Illinois Conference of the 
Methodist Episcopal Church, embracing all of the territory west of the Ohio and 
Mississippi rivers and north to the British possessions, excepting the Missouri 
Conference, a memorial praying for a Conference Seminarv." 

In answer to the memorial the Conference appointed a committee of investigation 

20 



306 THE EDUCATIONAL HISTORY OF ILLINOIS 

that was to report at the next meeting. The residents of the httle ^-illage of Lebanon, 
St. Clair count}', determined to seize the opportunity thus presented to secure for 
their commimity an institution of higher learning. To that end the people of the 
village assembled on the 20th of February, 1828, and took the initial steps by opening 
subscription books "for the erection of an edifice for a seminarv of learning to be 
conducted, as nearly as may be, on the plan of Augusta College, Kentucky." This 
- was the beginning of that ^-enerable institution toward which so many Illinoisans 
look with gi-atitude for its generous contribution to their lives. Since it has had an 
inteiTupted life since its original foundation it is a claimant for whatever of honor 
attaches to priority of organization among the colleges of the State. 

One has but to reflect upon the conditions suiTounding the proposed site to give 
to the enterprise an appearance of ludicrousness. Who were to foot the bills for 
lands and building and teachers ? Who would seriously face the problem of manag- 
ing a school where there -^^-ere no pupils of ad^-anced training nor preparatory schools 
to furnish them? It is to be remembered that there were only occasional common 
schools and that these were supported on the subscription plan. Twenty-seven 
years were yet to pass before the enactment of a free-school law in Illinois. The 
explanation lies in the character of the people. Although the}- were living in the 
wilds the}- had come from older States where the higher institutions had shed the 
light of learning and where its inestimable advantages were understood and appre- 
ciated. 

Half of the population of the commimit}- signed the articles of association and 
as man}- must have contributed of their substance for the erection of the school 
building. Be that as it may, a fund of $1,385 was raised for that pui-pose and soon 
a college edifice was ready for occupanc}-. .Whatever of decoration it possessed the 
writer gives no account, but there is an incidental mention of a debt to begin with. 
There was no educational institution of higher character in the earl}- da^-s of the 
commonwealth that w-as free from that incumbrance. It was customar}- to sa\- in 
those days, not "Have you a debt?" btit, "What is the amount of your debt?" 

" On November 8, 1828, the stockholders met and adopted a constitution, 
b^--la^^-s aJid rales, indicating the nature of the ^^•ork to be done b}- the institu- 
tion and emphasizing the emplo}-ment of some one capable of teaching the higher 
branches of mathematics, natural and moral philosophy, and the Latin and Greek 
languages." 

And what did the}- want of such a cumculum in the St. Clair cotuitr}-? Reading 
and arithmetic and histor}- of the United States and spelling, with a little English 
grammar, were the subjects most needed. No, they kept in mind the notion of pre- 
paring an occasional religious teacher who should compass the traditional curriculum 
of the eastern institutions of higher learning, and that meant the master}- of the 
subjects enumerated. 

"Two buildings were rented and on November 24, 'Lebanon Seminary' opened 
luider the charge of Mr. E. R. Ames as principal and Miss McMui-phy as assistant. 
Mr. Ames, in after years, was made a bishop of the Methodist Episcopal Church, 
and was a close friend and adviser of Abraham Lincoln during the tr}-ing ordeal of 
the Civil War." As has been remarked in connection with the institutions alreadv 



THE EDUCATIONAL HISTORY OF ILLINOIS 307 

considered, there were always scholars ready to go to the front to engage in the 
work of education. 

A most surprising enrolment greeted the "faculty," for seventj^-two appeared 
in the course of the first term. Among these were five women. We have seen that 
one of the two teachers was a woman. McKendree is in undisputed possession of 
the honor of being co-educational from the start. Let it be remembered to her 
lasting credit. Moreover, the woman in the first faculty received the same salary 
as the man. The fact that the compensation of each was but $25 a month does not 
change the historical situation. 

In 1830 the institution assumed the name by which it has been known for four- 
score years. William McKendree was a bishop of the Methodist Church and in 
the course of his travels he visited the seminary. He was so pleasantly impressed 
with what he saw that he made a most generous gift of land — 480 acres — in the 
immediate neighborhood. - The name is thus easily explained, for Lebanon Seminary 
became McKendree College soon after. 

If McKendree was to be a college it should have a charter. It furnishes another 
ilhtstration of the strange reluctance of the General Assembly to promote the founding 
of private schools of higher education. Indeed, it should not be forgotten that the 
same body had not yet had the grace to pass a free-school law. It has alread}^ been 
related that the charter came in 1835 along with similar recognition for Illinois and 
Shurtleff. It was a clear case of pooling of denominational issues, as will be recog- 
nized when the sects represented are recalled. " McKendree adopted for its motto 
the last words of the bishop for whom it was named — 'AH is well. ' " In this charter 
McKendrean College came into legal existence, but in 1839 a new charter was secured 
and the name was changed to McKendree College. 

This second charter was phenomenally liberal for the time. Abraham Lincoln 
•was a member of the General Assembly that granted it and advised its prompt 
acceptance lest it might be- recalled. It conveyed to the college the privilege of grant- 
ing university degrees, of establishing any departments that it might choose, and 
of holding in perpetuity 3,000 acres of land. It gave the further privilege of holding 
an unlimited amount of land for the first ten years of the life of the charter, but at 
the end of that period it required that any excess above the 3,000 acres should be 
disposed of and the proceeds passed over to the endowment fund. It would be 
interesting to know whether the college was not indebted to Mr. Lincoln for the 
consideration shown it by the legislature. The charter was accepted within ten 
da^'s after its passage. The event was celebrated in characteristic fashion. 

The first president was Rev. Peter Akers, who was elected in 1835 and served 
only a single year. His salary was $500. This would barely furnish a presidential 
wardrobe now. Three j^ears later he received the first honorary degree of the Col- 
lege — D. D. Professor Greenwood quotes from a letter of President Merrill's a 
description of the first commencement, which occurred in 1841, and at which the class 
consisted of seven, all of whom had completed the classical course. " Their orations 
had been prepared, and in a grove hard by the college premises, over the road nearly 
in front of the college grounds, a stage had been erected, and here an exhibition of 
the three lower classes had passed off well. The Commencement Day had arrived, 



308 THE EDUCATIONAL HISTORY OF ILLINOIS 

a large crowd had assembled, the trustees — charter and visiting — were on the 
stage with the facult}', the senior class one by one made their addresses, their diplomas 
were distributed, the degrees conferred ; and now the first class in McKendree College 
had been admitted to the grade of Bachelor of Arts. That was a glorious day for 
McKendree ! ' ' 

Like her sister institutions McKendree could hear the wolf growling just outside 
the door. How to keep him out — there's the rub! But " Hope springs eternal," etc. ; 
that is peculiarly true of colleges. If we can b}^ hook or crook keep him out this 
3"ear something will come to our rescue next 5^ear. If ever there were Micawbers 
outside of " David Copperfield" they are to be found on college faculties and col- 
lege boards of trustees. One way of getting money is by discounting the future. 
As early as 1836 perpetual scholarships were sold for $500. If one did not have the 
money let him give his note and agree to pay ten per cent upon it and he could keep 
up a perpetual stream of students one at a time. This gave to the college a "note" 
endowment of nearly $50,000. Along came a financial panic and away went the 
endowment. Eighteen years later a second attempt was made to work out the same 
or a similar plan. An assortment of scholarships was put on the market at $100, 
$50 and $30 for twenty years, seven years and three years respectively. This, as 
might have been expected, turned out badly. It is easy to imagine what occurred. 
It was so serious a cheapening of tuition as to be little short of a disaster. 

From the first the college looked upon itself as a child of the Conference and it 
derived no little sustenance from collections and other solicited contributions. But 
the fact remained that it was a chronic beggar, and people in the course of time grow 
weary of attempting to support an institution that made so little progress in becom- 
ing self-supporting. There were possible stories that might have been told, that 
were never told, of unpaid salaries and ill-supplied larders and self-denial and povert}^, 
all that the institution to which loj^al hearts were giving their life blood might sur- 
vive. Doubtless the heroism of forlorn hopes and charges of "Light Brigades" 
could easily be paralleled if the truth were known. Presidents came and went, and 
if thev came with money it is probable that they went without it. Of all genuinely 
tough and indestructible things a college that once gets its roots into the ground is 
tot^ghest and most persistent: 

Hanging on and seizing every chance, four buildings were finally erected. xA.bout 
the beginning of the War of the Rebellion an endowment of $25,000 was secured 
and that began to look like permanence. In the hope of increasing the attendance 
a number of additional courses were offered, but it soon developed that this polic}^ 
of lowering the dignity of the college did little in helping the solution of the money 
problem. In 1893 the sky seemed more thickh^ clouded than ever before. The 
following summer. Dr. McKendree Hypes Chamberlin, an alumnus of the school, 
was elected president. It often happens that "it is the darkest just before dawn." 
Dr. Chamberlin is a son of one of the founders. To him Professor Greenwood gives 
the credit of saving the college. 

" The indebtedness was $7,000 and the buildings were in a dilapidated condition. 
It was necessary to raise the debt and put the buildings in good repair; also, to 
perform the more difficult task of restricting the institution to collegiate work and, 



THE EDUCATIONAL HISTORY OF ILLINOIS 309 

at the same time, not to curtail the revenue so as to imperil its existence during the 
period of transition." 

Dr. Chamberlin accomplished the seemingly impossible. The debt was paid 
within a A'"ear; the physical condition of things was radically changed; the "snap" 
courses were eliminated; the institution was made a college in fact as well as in name. 
The philanthropic Dr. Pearson, of Chicago, held out the tempting bait of $20,000 
with an $80,000 string to it, but the president and friends cut the string and now the 
institution has an endowment of approximately $150,000. What a triumph of human 
persistence against most discouraging obstacles! The college has weathered all 
the storms and is at last safe — sheltered in a quiet harbor. May her years be count- 
less! 

The following list of presidents is an exhibit of the scholars who have made their 
generous contribution to McKendree: 

Rev. Peter Akers, M. A., D. D., 1835-6; Rev. John Dew, 1836-8; Rev. John W. 
Merrill, M. A., D. D., 1838-41; Rev. James C. Finle}^ M. A., M. D., 1841-5; Rev. 
Peter Akers, M. A., D. D., 1845-6; Rev. Erastus Wentworth, M. A., D. D., 1846-50; 
Rev. Anson W. Cummings, M. A., D. D., 1850-2; Rev. Peter Akers, M. A., D. D., 
1852-58; Rev. Nelson E. Cobleigh, M. A., D. D., 1858-63; Rev. Robert Ally n, M. A., 
D. D., 1863-74; Rev. John W. Locke, M. A., D. D., 1874-78; Rev. Ross C. Hough- 
ton, M. A., D. D., 1878-9; Rev. Daniel W. Phillips, M. A., D. D., 1879-83; Rev. 
William F. Swahlen, M. A., Ph. D., 1883-6; Rev. E. A. Whitwam, A. M., 1886-7; 
Rev. Isaiah Villars, D. D., 1887-9; A. G. Jepson, M. A., Ph. D., Acting President, 
1889-90; Rev. T. H. Herdman, M. A., D. D., Acting President, 1890-1; same. Presi- 
dent, 1891-3; Morris L. Barr, A. B., 1893-4; McKendree H. Chamberlin, A. M., 
LL. D., 1894; Rev. John F. Harmon. 

KNOX COLLEGE. 

Indebtedness is hereby acknowledged to Prof. William Edward Simonds, Ph. D., 
whose unpublished manuscript with the above caption has been freely drawn upon 
for the greater part of the material of this sketch. 

Knox College, like Illinois, ShurtlefE and McKendree, owes its existence to that 
missionary spirit which in the early history of Illinois led men to assist in the chris- 
tianizing of the West by the establishing of schools of higher learning in which 
young men could be prepared for the ministry. The Presbyterians, Baptists and 
Methodists are represented respectively by Illinois, Shurtleff and McKendree Col- 
leges. It will be seen that Knox lacked, either for better or worse, the distinctive 
sectarian control that marked the other three. 

Rev. George W. Gale, D. D., a graduate of Union College and of Princeton 
Theological Seminary, was bom in 1779, in the State of New York. When nearly 
fifty years of age he became greatly interested in the promotion of Christian ideas 
and of methods of preparing young men for the ministry. His home at this time 
was at the village of Western, in Oneida county. New York. He was a farmer, 
and it occurred to him that he might establish a theological seminary on a small 
scale, by taking into his family a few devoted young men whom he could instruct 
suitably and who could maintain themselves meanwhile by their labor. From this 



310 THE EDUCATIONAL HISTORY OF ILLINOIS 

idea were evolved the Oneida Institute and Knox College. Hei-e was his plan: 
"A eoUege to be looated on a farm, and workshops attached: all of the students to 
be required to labor on the farm or in the shops for three hours a day ; the proceeds 
of the labor to be applied to the students' siipport: labor to be compulsory on all: 
no aristocracy of idleness to be permitted." 

In prosecution of his plan he succeeded in getting possession of a small farm and . 
started his enterprise. It was entirely successful so long as he was the manager. 
Lane Seminary and Oberlin were shoots from this parent stock. 'V^lien the master 
spirit withdrew the Institute langiiished and subsequently made way for another 
scliool on a different plan. 

Dr. Gale was fertile in plans. The Institute had appealed to many benevolent 
people who had contributed to its support, but solicitations for aid had been neces- 
sary. Further, a manual labor school required land and shops and both are expensive. 
Learning of the low price of the former in lUhiois. where it could be purchased for 
the pi'eemption price of $L2o an aci-e, here seemed to be the solution of his problem. 
The main element of the requisite endoAAanent could there be secured for a trifle as 
compared ^-ith what it would cost in New York. He made his appeal to the public 
through a circular from which Professor Simon ds makes the following extract: 
■"Hundreds of 3"oiith of talent and piety and enteiprise stand ready to enter upon 
the AA'ork of preparation, whenever a wide and effectual door is opened for them. 
The manual labor system, if properly conducted and sustained, M'ill open to them 
the door. It is peculiarly adapted, not only to qualif}* men for the self-denying 
and arduous duties of the Christian ministry, especialh- in oiu- new settlements and 
missionary fields abroad, but to call them out ; to induce them to enter upon the duties 
of preparation. It is an important fact that while other instittitions are, man\- of 
them, gi-eatly in Avant of students, these, AA-ith all of the disadA-antages upon Avhich 
they have to labor, are not only filled but a gi-eat many of them are rejected for 
want of means to accommodate them. Let institutions be established on this plan. 
having all of the requisitions and facilities for profitable labor, in connection with 
the advantages for literary acquisitions, enjoyed in our well endowed seminaries, 
and there ■will be no lack of students: especially if there be added to these, means 
of gratuitous instiixction to the indigent."" 

The circular calls attention to the importance of the higher education of women, 
both as suitable AAives for the clergy and as teachers of the young. The application 
of the principle which he desired to apply had already been made in schools for women 
and had demonsti-ated its feasibility. He appealed to well-to-do people to establish 
such institutions in the ]\Iississippi Valley and outlined the plan under Avhich it could 
be accomplished "«-ithout difficulty. 

The first feature Avas a subscription of §40,000. Unlike the oi'dinarA- method of an 
out-of-hand gift there AA-as to be a manifest adA-antage to the donors. With the 
money thus seciu-ed, lands Avere to be bought in the Mississippi \"'alley at the gOA'em- 
ment price and were then to be appraised at §5 an acre. Purchasers, at that price, 
of an eighty-acre tract, were to have free instruction for one student for tAA-enty-fiA-e 
years. Out of this margin aboA'e the cost of the land the college buildings Avere to 
be erected and the requisite farm paid for. 



THE EDUCATIONAL HISTORY OF ILLINOIS 311 

By 1835 the plan had been so successful!}' worked out by Dr. Gale, and so impres- 
sively explained to his friends and other interested people, that sufficient funds were 
in sight to warrant an organization, which was effected on the 6th of May, 1835, 
at Rome, New York. A prudential committee was appointed to manage the enter- 
prise and two men were selected to spy out the land with the view to the most advan- 
tageous location. Dr. Gale assumed the duty of general agent for the further securing 
of funds and to induce families to make the proposed migration. 

The committee proceeded to the West but encountered unexpected difficulties. 
It was their plan to purchase an entire township and, although they explored a con- 
siderable portion of Indiana and Illinois, they were not successful in finding so 
large a tract, in a single body, that met all of the requirements of their plan. Por- 
tions of some of the townships had been sold and could not be purchased at the gov- 
ernment price. In other cases the location lacked in some desirable element. More- 
over, the country was rapidly filling and it was necessary for them to exercise some 
expedition if they were to accomplish their ends with the economy that had been 
anticipated. Their instructions were finally changed and a half township in the 
" Military Tract" was recommended. It was duly purchased. It was a part of 
the present township known as Galesburg. At a meeting held at Whitesboro the 
original plan was carried out, the subscribers bought their several lots and a college 
endowment was provided. 

It was at this meeting, which occurred on January 7, 1836, that the college was 
determined upon. It was christened "Prairie College." A little more than a year 
later it was provided with a charter under the name of "The Knox Manual Labor 
College." Another change of name cut out " Manual Labor" and left the name by 
which it has always been known — Knox College. 

Section 2 of the act of incorporation sets forth the purpose of the College: 

The object of said corporation shall be to promote the general interests of literature, and to qualify 
young men in the best manner for the various professional and business occupations of society, by 
carrying into effect a thorough system of mental, moral and physical education, and so reduce the 
expenses of such education by manual labor and other means, as shall bring it within reach of every 
young man of industry and promise. 

In the spring of 1836 the purchased land was utilized according to the original 
plan and the village was named after Dr. Gale, the leader of the migration. 

The timber was at hand for the construction of the necessary houses and the 
sawmills soon converted it into lumber. A building was erected for an academy 
and was occupied for that purpose in the fall of 1838. The first instructor was 
N. H. Losey. This school was the forerunner of the college and occupied a building 
in what was known as Log City, where a temporary home was made. The following 
year the colon}' removed to the village which had been building meanwhile on the 
adjacent prairie. In 1838 the college began operations in the academy building 
and was conducted by Professor Losey, although Rev. H. H. Kellogg had been 
elected president. He seems to have done little in the way of instruction, but 
aided by wise coimsel and pectmiary assistance. 

Dr. Simonds pays a warm tribute to Professor Losey. He says: "He was a 
man peculiarly well fitted to organize the school and carry it into successful opera- 



IM2 THE EDUCATIONAL HISTORY OF ILLINOIS 

tioii. He was a man>'-sided man and could do and do well whatever required to 
be done. He surA-e}"ed the A-illage site: was secretary and bookkeeper for the College 
board; was ti-ustee: was professor of mathematics, of physics and of language and 
the natural sciences, and in the absence of philosophical and chemical apparatus, 
he de^'ised and made with his oato hands an outfit that enabled him to interest, 
instnict and inspire the yotnig people who lived along the gi'oves and were draw^l 
b}' his experiments to attend the Yankee school."' 

Dr. Gale acted as a teacher for a time and in 1842 Innes Grant added his energies 
to those of the little faculty. He remained Avith the college for twent}'-seven years. 

President Kellogg was succeeded in 1845 by Jonathan Blanchard, who at the 
time of his election A^-as serA'ing as pastor of one of the Presb}"terian churches in 
Cincinnati. It was another of those interesting instances in Avhich highh- capable 
men were induced to leave the city and undertake the development of an infant 
college in the sparseh' populated prairies of Illinois. It Avas in his administration 
that the question of sectarian or non-sectarian control Avas determined and that the 
institution became undenominational and has ahvays remained so. 

President Blanchard retired in 1857 and AA-as succeeded the folloAving year by 
RcA-. HarA-ey Curtis, D. D. Dr. Blanchard Avas in charge Avhen the first class, nine 
yotmg men. receiA-ed their diplomas in 1846. As an indication of the fact that the 
College Avas achicA-ing the purpose of its founder it should be stated that Aa'c of the 
A-oung men became ministers. 

Dr. Ciu'tis serA-ed for fiA-e years and Avas foUoAved by Rca'. W. Stanton Curtis, 
AA-ho serA-ed for a similar term. It AA'as within these administrations that the A-oung 
men heard the call of their cotmtry and exchanged the classroom for the camp. 
Those A\-ere hard days for the edticational institutions that Avere stiaiggling forAA-ard 
through the darkness, but b}' hook or crook they managed to surA'iA-e, looking for 
the days Avhen the boys Avould come trooping back, bronzed and matured, to take 
up the old life. Very fcAv of them fotind their Avay back to the schools, howeA'er. 
It Avas a neAv genei'ation that succeeded them, a generation that Avas obliged to 
shoulder their burdens in their absence, although too young for such respionsibilities. 

RcA-. J. P. GulliA-er, D. D., serA-ed as president from 1868 tuitil 1872. The 
College scored a material adA-ance in these A'ears along the lines leading to a genuine 
college life. The financial problem Avas a burden, but better times Avere coming. 

After an interregnum of tAvo years Hon. Newton Bateman, LL. D., AA-as elected 
to the presidencA- and assumed the office in 1875. Dr. Bateman had been for tAventy- 
fiA-e A'ears a conspiciious figure in public education in Illinois. For scA-eral successiA-e 
terms he had been Superintendent of Public Institiction. He had discussed educa- 
tional questions in a most A'igorous and coiiA-incing manner from Cairo to the ^A'is- 
consin line. There AA-as not a citA- or toAAii in AA-hich he AA-as not a familiar figtu-e. 
He was regarded as " The Old j\Ian Eloquent" by the school people, and Knox AA-as 
deemed especially fortunate in enlisting his energies and abilities in her behalf. It 
Avas belieA-ed, and subsequent CA-ents warranted the contention, that his accession 
to the presidency aa-ouM liaA'e a tendency- to tmite the public schools more closely 
to the colleges than they had cA'er been and that it Avould result in great good to 
both. 



THE EDUCATIONAL HISTORY OF ILLINOIS 313 

President Bateman's term extended over eighteen years. In the fulness of 
years he retired to be succeeded by one of the ahimni of th^ institution, a young 
man who had been but six years out of cohege — John Huston Finley. After a 
term of seven rears he was succeeded by Dr. Thomas McClehand, then president 
of Pacific University, in Oregon. 

It has been seen that the founder of the college was greatly impressed with the 
manual labor idea. He was in no sense a forerunner of the modern manual training 
idea, for the two conceptions have nothing in common, with the possible exception 
of the idea that work is educative. The manual labor idea was the notion of self- 
maintenance by agriculture and the further notion of healthful exercise. The 
farm was to be a gymnasium as well as a cornfield or a vegetable garden. It ran 
its course with Knox College as it has done with all the other institutions that so 
hopefully tried it in the early days when the people were poor and education was 
expensive. 

Dr. Gale was full of the eastern notion of co-education. He was a firm believer 
in the education of women and made provision for it in his scheme, but it was to be 
in a co-ordinate institution. As early as 1845 a lady had been permitted to enter 
the freshman class as a matter of extreme courtesy, but lest the public should have 
the impression that Knox was co-educational her name was excluded from the 
catalogue. A course for women was organized as early as 1848 and put in charge 
of Prof. H..E. Hitchcock. Three years later it graduated a class of three. The 
advantages of having the young men and women recite together was so manifest 
that the fashion soon developed and in 1872 the distinction disappeared. 

There was a period when the "piping times of peace" threw many army officers 
out of active service. The National Government permitted details of a number 
of these officers to private and State institutions on the guaranty that a military 
organization would be maintained. Dr. Bateman believed that such an addition 
to the life of the college would be of material advantage and, in consequence, an 
officer joined the faculty in 1884 and remained until the beginning of the Spanish 
War. 

Mention has been made of the unpretentious academy building in which the 
college was first housed. The Ladies' Seminary came next, in 1842, but it was 
soon destroyed b}' fire. The first building on the campus was erected in 1844 and 
was followed by another in the following j^ear. Within recent years a number of 
buildings have been added. 

The following is a highly condensed statement of Dr. Simonds' account of the 
endowments. 

The original land purchase was a little less than 11,000 acres, and was disposed 
of according to the original plan. Donations were received for several years from 
private sources for the purpose of meeting current expenses. There was a very 
material appreciation of the realty of the college as Galesburg increased in population, 
and some of it Was sold. Supt. Henr}^ Hitchcock, of the Chicago, Burlington & 
Quincy Railroad, Dr. Pearsons, Andrew Carnegie, and philanthropic residents of 
Galesburg have dealt generously with the school. 

Dr. Simonds selects from the list of presidents as worthy of special mention 



314 THE EDUCATIONAL HISTORY OF ILLINOIS 

Kellogg, Blanchard, Bateman, Finley and McClelland. Of Dr. Finley he says: 
"Representing in its finest t3'pe the spirit of the institution, Dr. Finley, who, as a 
country boy fresh from the plow and the routine work of an Illinois farm, had worked 
his way through college, receiving the highest honors of his class, now holds a high 
position in the educational world as president of the strong and richly equipped 
College of the City of New York. Together with S. S. McClure, '82, proprietor 
of McClure' s Magazine, and Robert Mather, '82, president of the Rock Island 
Railroad, two other loyal sons of Knox, he worthity represents the college in the 
East." 

Among the teachers of especial note one had, at the time of the writing of this 
sketch, 1906, been serving the college for fifty-five consecutive years. This man 
is Dr. Albert Hurd, Professor of Latin. " His classes are to-day what they have 
been for more than a half centur}-, a place where boys and girls learn the matter of 
their study — and, incidentally, where they learn also some things of more enduring 
value than the mere inales of grammar or the scansion of Latin verse." 

A significant feature of the institution is Knox Conservatory, a musical college 
of high repute. 

There are some extremely interesting historical associations with the past at 
Knox. A sign at the portal of the main building marks the spot where the speakers 
stood in that memorable debate between Lincoln and Douglas on the 7th of October, 
1858. A generation later. President McKinley and his cabinet came to celebrate 
an anniversaiy of the event, and stood near the same spot. 

Respecting the campus Dr. Simonds writes in this pleasant fashion: 

" But two blocks from the business center of the city, by a boulevard lined with 
the handsome public edifices which typify the religious and educational influences 
of Galesburg, passing Beecher Chapel and the west wing of Whiting Hall, the home 
of the }"Oung women attending College, one comes upon ' The Wa}' to Knox. ' It is 
a pleasant and inspiring sight to watch the procession of some hundreds of students 
as they pass every morning from chapel worship to the work of daily recitations. 
In spring and fall this elm-shade walk through Standish Park and across the- front 
campus to the portals of historic ' Old Main ' becomes an avenue of beauty as well 
as of joyous student life." 

ROCKFORD COLLEGE. 

(Condensed from an article by President Julia H. Gulliver, Ph. D.) 

Rockford College is the product of the same missionary spirit that explains the 
founding of Illinois, Shurtleff, McKendree and Knox. In 1844 the Congregational 
and Presbyterian churches of Wisconsin and Illinois, assembled in convention, 
adopted the following resolution; "The exigencies of Wisconsin and Northern 
Illinois require that those sections should unite in establishing a college and a female 
seminary of the highest order — one in Wisconsin near to Illinois and the other 
in Illinois near to Wisconsin. In consequence of this movement Beloit was estab- 
lished in the former and Rockford Seminary in the latter. 

The charter for the Seminary was secured on February 25, 1847. The citizens 
donated a site and $3,500 for the erection of a building. It is not to be understood 



THE EDUCATIONAL HISTORY OF ILLINOIS 315 

that the name, Seminar}-, was an}- hmitation upon the institution in the liberality 
of its cultures. It was authorized at the beginning to confer degrees of the same 
rank as the best colleges for men. 

There was the usual ill fortune in realizing on the subscriptions and the same 
policA- was followed as had been done in so many other similar institutions — the 
beginning was made with a preparatory school which later developed into the Semi- 
nary. July 11, 1849, was the natal day; Miss Anna P. Sill was the principal in charge. 
She had been j^receptress in Gary Collegiate Institute, in Western New York, in 
which there was a woman's department. 

Miss Sill is described as a woman of remarkable personal beaut}' and inspired with 
the desire to engage in missionary work. The foreign field had especially appealed to 
her, but the West seemed to call her and she followed the beckoning hand. Her 
pupils were quick to appreciate the superior qualities of this remarkable woman, 
who had left a home in the more desirable East to lend a hand in building up the 
new empire that was slowl}' gaining headway in the rude and sparsely populated 
West. Finding the building lacking in simple conveniences she undertook to supply 
them, and did so out of the profits of a boarding house of which she tmdertook the 
management. Discovering the needs of the school and impressed b}^ its rapid growth, 
the ladies of the city undertook the purchase of a campus at a cost of $1,000 and the 
citizens raised $5,000 for buildings. 

In 1851 the Seminary began its work with an entering class, of fifteen. A year 
later the corner-stone of the first building was laid by the president of the Board 
of Trustees, Rev. Aratus Kent, of Galena. It is one of the main purposes of sketches 
of this character to make a permanent record of the men who have been socially 
serviceable by their disinterested devotion to community needs. A biographer of 
Miss Sill declares Mr. Kent to be the " Father of the Seminary, since to him more 
than to any other man it owed its inception and development." 

It is clear from the description of the conditions prevailing in the early history 
of the Seminary that hardships were the rule rather than the exception. The girls 
did their own work and overcrowded their narrow limits. Carpets were an unknown 
luxury, furnaces were in the quite distant future and the small wood stove was the 
main reliance. Added to these incouA-eniences was the constant fear of fire, which 
necessitated a cessation of firing after eight o'clock. But they were a band of zealous 
students and teachers and these minor afflictions counted for little. It was a source 
of the keenest disappointment that the quarters could not be so enlarged as to 
accommodate the large number of applicants who persistently sought to enter. 
Under the pressure of work and anxieties Miss Sill's health failed and she went East 
for rest. She could not have been idle, however, for she soon returned with $5,000 
that she had succeeded in some way in raising and with this an additional building 
was started and money borrowed to complete it. She seems to have had a genius 
for money-getting, for $10,000 was secured shortl}' after and mainty through her 
effort. This subscription was received from the West. The teachers pledged 
$1,000 out of their meager salaries and another building was erected two years later. 
Two years later a third building and a corridor connecting it with one of the other 
buildings was begun. Five years later a corridor connecting the other buildings 



316 THE EDUCATIONAL HISTORY OF ILLINOIS 

was completed. Those Avho are familiar Avitli the rigorous climate of Northern 
Illinois mil readily appreciate the need of these connecting stiiictures. The}' ha"\"e 
since developed into fonr-story buildings. "' The entire amount expended for these 
earlier buildings was about §75,000, of which Rockford and its immediate vicinity 
gave two-thirds. ]\Iiddle Hall. Chapel Hall, Linden Hall and their connections are 
now knoAATi as the main building. In the AA-inter of 1S86 Sill Hall was finished. 
This building, erected at a cost of Slo.OOO with funds almost entirely pro\aded b}* 
citizens of Rockford, contains the gymnasium on the second floor and the mtisic 
rooms on the first floor. 

Two additional halls have been erected; Adams Hall, in 1S92, mainly the gift 
of J. O. Adams, of Chicago, and containing the laboratories and recitation rooms, 
and ]\Iemorial Hall, in 1S91, intended as a residence for students and given as a 
memorial to Ralph Emerson, Jr. 

]\Iiss Sill resigned the principalship of the school in 1SS4:, after serving the insti- 
tution for thirty-five years. She was continued as Principal Emeritus tintil her 
death, which occuiTcd in 1SS9. She closed her life in the institution which will 
ever remain a moniiment to her devotion to the noble cause to which she freeh" gave 
her life. 

Dr. GulliA'er quotes the following beautiful tribute from the pen of the distin- 
guished Jane Addams, an alumna of the school of the class of 1881 : 

"From the A'er}- first we owe to her . . . the highest grace any institu- 
tion can possess. ]Miss Sill gave it that strong religious tone it has ahvays retained. 
She came to Illinois in an unselfish spirit — not to build up a large school, not to 
make an intellectual center, biit to train the yoimg women of a new country for 
Christian usefulness. She tmaftectedly and thoroitghly made that her aim. The 
spiritual so easily speaks over all other voices. It arrests us at once. We travel 
the world over to find spots associated A\ith' a htimble soul, singly striving to unite 
itself \A-ith the unseen. Salisbur}- Plain, with magnificent Stonehenge, fails to stir 
tis as does the tiny church on the edge of it from whose porch George Herbert mused 
and prayed. "We are bound by the tenderest ties to perpetuate this primitive spiritual 
purpose — Miss Sill's life-motive. It will be easy to do this — we can not other- 
■uise; it is associated with this spot by her long life and made bright by her gentle 
death. "Wh}- did Thackeray put dear old Colonel Xewcome into Charter House 
School to die. but that he wished to give to his Alma ]\Iater the most exquisite finish, 
the most consummate grace his genius could devise — to associate AA-ith it forcA'er 
the passing from earth of a gentle, unselfish spirit whose work was finished. ProA-i- 
dence has granted us this grace, and whateA'er good forttme the future ma}- hold 
for us, nothing can be finer than what we haA-e already." 

Miss Sill's immediate successor AA-as Miss Martha Hillard, A. B.. now Mrs. 
McLeish. 1SS4-S. Succeeding her AA'ere Miss Anna Gelston, A. B.. 1888-90; ]Miss 
Sarah F. Anderson, now Mrs. Ainsworth. acting principal 1890 and principal 1891-6; 
:\Iiss Phebe T. Suthft". A. M., President 1896-1901, for Rock-ford Seminar}- became 
Rockford College in 1892; :\Iiss Emily K. Re}-nolds, 1901-2: Miss Julia H. GulliA-er, 
A. B.. Ph. D.. 1902. 

A few years after her accession to the presidency Dr. GulliA-er added to the 



THE EDUCATIONAL HISTORY OF ILLINOIS 317 

regular academic courses two additional departments which were conceived to be 
needed in our more rational modem life. These were the departments of Home 
Economics and Secretarial Work. The purpose of the first is obvious and that of 
the second was to give to young women a good business training along with their 
college course. 

Rockford College has now won her way to the first rank in scholarship. Of all 
of the leading women's colleges only one is older — Mount Holyoke. It is non- 
sectarian in its control. 

A most remarkable event in the life of the College was the celebration of the 
fiftieth anniversary of the class of 1854. There were seven in the class and all were 
present. 

ILLINOIS WESLEYAN UNIVERSITY. 

This institution is another of the Illinois colleges which owe their origin to the 
activity of the Methodist Episcopal Church in supplying opportunities for higher 
education to the young men and women of the State. The sketch here given is a 
condensation of an article prepared mainly by Prof. C. M. Moss, of the UniA^ersity 
of Illinois. 

In September, 1850, the annual session of the Illinois Conference was held in 
Bloomington. The organization of such an institution had been considered for 
several j'-ears and it was at this time and place that the Conference determined to 
lend its patronage and assume the control of the school. It was in the minds of the 
projectors to lay the foundation of a genuine university. On December 2, the 
initial steps were taken for incorporation and William H. Allin was directed to 
complete the incorporation in accordance with the statute. This having been 
accomplished the Board again met on December 11, and completed its organization. 
In the list of members are found the names of several well-known citizens of McLean 
county as well as those of other parts of the State. Isaac Funk, Silas Waters, C. P. 
Merriman, John Magoun, William K. Holmes, James Miller, Lewis Bunn, John E. 
Ewing, James Allin, Reuben Andrus, William J. Rutledge, H. K. Fell, James Leaton, 
Thomas P. Rogers, Linus Graves, John E. McClun, Ezekiel Thomas, William H. 
Allin — these are household words in McLean county, nor were they confined to 
the membership of the church that was mainly interested in the movement. 
Peter Cartwright was a member of the Conference, hence it is not surprising 
that his name should appear. The character of the men thus identified with 
the school awakened the hope that another college had joined the list of the 
permanents. 

Wisely concluding to proceed at once to the organizing of the school so that 
there should be an obvious need of buildings and grounds, literary work was begun 
at once in the basement of the Methodist Church, in the city of Bloomington, under 
the directions of Rev. Reuben Andrus, M. A. The next logical step was the appoint- 
ment of an agent to enter at once upon the work of soliciting funds. Rev. Thomas 
Magee was the man selected for that purpose. The writer hereof well recalls the 
conversation that he heard between his parents a year later as they were holding 
a family council of two over the amount that they could spare from their limited 



31S THE EDUCATIONAL HISTORY OF ILLINOIS 

store for the new college in Bloomington. Evidenth' they had been favored with a 
visit from the agent. 

It was nearly four years before the location was determined by the gift of the 
campus and the acceptance of the same in the northern part of the pleasant village 
which has since groA^ii to the dimensions of a delightful little city of some 30,000. 
Judge David Davis appears as one of the early donors and seems to haA-e been some- 
what active in the matter of location. 

Meanwhile the infant school made little progress. In 1S51, Rev. William Good- 
fellow, still remembered by the old residents, was added to the facult}' of one and 
rendered se^•eral years of A'aliant ser\4ce. Rev. Erastus Wentworth was elected 
president, but did not actively connect himself with the school. The limited con- 
tents of the "strong box" ai-e exhibited by the salary allowed Mr. Andms — $425 
a year. But it must be remembered that college presidents or acting presidents in 
those days deemed it a privilege to ser\-e institutions for nothing while they managed 
at the same time a ministerial charge which gave them a moderate li^•ing. 

Quite at the first the question of admitting women was under consideration, but 
it was not favorably settled for twenty years. On July 6, 1852, the board elected 
Rev. John Dempster, D. D., president, but he resigned at the end of two years, to 
the detriment of the school, as he was a man of superior ability. At the same time 
the facult}- was completed b}' the election of Mr. Andrus, Mr. Goodfellow and Re"\'. 
C. W. Sears, M. A., to the chairs of mathematics, natural science and ancient lan- 
guages respectively. Meanwhile the classes were reciting in the basement of the 
church and there was an encouraging gain in the enrolment, but the prospect for 
a home for the de\-eloping school was not materialh' brightening. 

We have seen multiplied troubles in the histories of the colleges thus far considered, 
but they were but slight afflictions as compared to what the " "Wesle}-an " ' was to 
endiu-e before all fears of a speedy dissolution finally disappeared. The final deter- 
mination of the location of the building was delayed because of harrassing com- 
plexities. The agent made a brave display of some $18,000 in the wa}- of subscrip- 
tions, but for some reason there was further dela}". A new charter was obtained 
from the legislature granting more favorable conditions and the board reorganized 
under its pi-ovisions. 

December 4, 1854, Rev. Peter Akers, D. D., was tendered the presidency, but he 
made his acceptance conditional on the raising of a $15,000 endowment for the 
president's chair. This was not accomplished and the school suspended operations 
for a >-ear. Meanwhile the building had been started, but debts had accumulated 
aiad laAvsuits had developed. At this juncture. Rev. C. W. Sears, JM. A., on Augtist 
9, 1855, offered to take over the institution and be responsible for its maintenance 
if the existing debts could be taken care of. This was agreed to Avith that hopeful- 
ness that was so characteristic of such situations. Mr. Sears was promptly elected 
president, but at the end of a tweh'e-month there were more debts than ever and 
no mone}* could be enticed out of its hiding-place, so nothing remained but another 
suspension, which contint:ed imtil the autumn of 1857. It was not a year of inac- 
tivity, however, for the agent of the college. Rev. C. W. C. ^lunsell, had been about 
his Master's business. 



THE EDUCATIONAL HISTORY OF ILLINOIS 319 

In the summer of 1856 the board was so seriously disheartened that it was wiUing 
to turn over the property to any one that would take it and'maintain a school. From 
the beginning a strong effort had been made to enlist the active co-operation of the 
Peoria Conference, but with slight success. In November, a committee representing 
the two Conferences conferred with the board and accepted its offer to turn over 
to them the exclusive control of the institution. The charter was so modified as to 
meet the new conditions, which still continue to exist. 

And now appeared upon the scene another Munsell, the brother of the agent. 
Rev. O. S. Mtmsell was a Methodist clergyman of means and capacity. The agent, 
when he began his work, found a debt of nearly $10,000, half of which was bearing 
interest at the rate of twenty- two per cent. Such were the demands of capitalists 
in "the good old times." The assets consisted of a small campus and an unfinished 
building. Something had been done toward an endowment fund but the fateful 
year of 1857 came on and about everything went overb'oard. What multitudinous 
hopes faded into nothingness before that blasting simoon ! Mr. Mtmsell was elected 
president and voluntarily assumed the entire responsibility of the school for three 
years, the only conditions being that all the rest were to keep hands off. A second 
brother. Prof. E. B. Mtu:isell, M. A., came to his assistance and they went to work 
with a will. They advanced the necessary money, put the building into shape, and 
opened it for students in September, 1857, with the assistance of Rev. J. T. Tomlin, 
M. A., as instructor. As an indication of the devotion of these brothers to the 
Wesleyan let it be recorded that C. W. C. Munsell acted as agent for twenty 3^ears, 
and for fifteen years of that time did not call upon the school for even so much as 
his expenses. The president and his brother, the agent, now went to work to wipe 
out the debts and secure an endowment. There were odds and ends, mixed tip 
with conditions of one sort and another, but at the end of three years the debts 
were paid and they were $12,500 ahead in the way of an endowment. This was an 
achievement. Let them be remembered as long as the institution shall endure. 

In the first graduating class, which contained two young men, was one Harve}^ 
C. De Motte, who joined the faculty immediately after graduation and remained 
with the University for twenty-three years. We shall meet him later as president 
of Chaddock College for three years. He left that position to become superintendent 
of the Soldiers' Orphans' Home, at Normal. He served with great acceptance in 
that capacity, being assisted materially by his capable wife. He subsequently 
returned to the University, where he remained until his death in 1904. 

With the graduation of the first class the board assumed the financial respon- 
sibility and, to save much future embarrassment, adopted a regulation suggested by 
the Munsells, to the effect that the board should be responsible for the salaries of the 
teachers only to the extent that the income of the institution should meet them. 

The significant events of the succeeding few years were a destructive storm, 
whose ravages were repaired by the Munsell brothers, gifts of valuable museum col- 
lections, and a sudden call for volunteers in the spring of 1862. There were forty- 
three male students in the institution that were capable of bearing arms ; thirty-two 
of them, under the leadership of Professor De Motte, responded to the call and the 
school proceeded with the remaining eleven. 



320 THE EDUCATIONAL HISTORY OF ILLINOIS 

The year 1866 "was one of good omen to the University. It was the centenary 
year of the Chnrch and M'as celebrated by raising endowments. That of the Wes- 
leyan was increased to more than $75,000 and the aggregate assets were found to 
be more than $150,000; $9,000 of the increase was received from the family of Hon. 
Isaac Funk, who had died the previous 5^ear. 

The next moA'c was for the pui-pose of securing a suitable building". All that 
had thus far been secured was a modest two-story stiiicture of small proportions. 
From 1868 to 1871 the managers were busy in their effort to accomplish this most 
desirable result. AVhen complete it had cost $100,000, which meant the burden 
of another debt, with all of its distressing implications. Happih' it was extinguished 
after the old fashion of struggling" along tuitil the deed was done. 

In fulfillment of the purpose to create a uni^•ersitA- a law de]-iartment was added 
in 1872, under the deanship of R. E. Williams, Esq., of Bloomington. A musical 
department soon after also' became a college of the university. Both have been 
prosperous. 

In 1873 President Mtmsell resig^ied and was succeeded by Rev. Samuel Fallows, 
D. D., who served for two years and then became Bishop of the Reformed Episcopal 
Chiu-ch. President Fallows made se^'eral notable additions to the work of the 
universit}", one of them being a s}-stem of post graduate courses leading to degrees 
and conducted through examinations, after the fashion of the London Uni^'ersity. 

Dr. Fallows was succeeded by Rev. W. H. H. Adams, D. D., who served until 
1887. The debts had again become an "old man of the sea," but an energetic 
administration again avoided shipwreck. In 1888 Rev. W. H. Wilder, D. D., an 
ahunnus of '73, was elected president. He ser"\-ed for nine years and cut both ways; 
reducing" the indebtedness and increasing the endowments. He added material 
equipments and signalized his administration b>" uniisual financial skill. An inter- 
regnum occtirring for a year. Prof. R. O. Graham, the head of the science department, 
acted as -president. Professor Graham deserves far more than a passing mention. 
Any adequate histor}' of the university M-ill write his name large in its annals. 

In 1897 Dr. Edgar- M. Smith, of Montpelier, A>rmont, was elected to the presi- 
denc}' and ser^•ed for the succeeding eight years. He was succeeded by Francis 
George Barnes, D. D., Avho had made a phenomenal success of the Grand Prairie 
Seminar}-, at Onarga, Illinois. There was great need of energ}' and enthusiasm 
and abilit}-. He was like one of the western c}-clones that sweep along ever^'thing 
in its path. He soon doubled the attendance and, more, aroused a new and most 
cordial interest in the uniA-ersit}-, fotind A^-ays out of embaiTassing financial difficulties, 
established a department of commerce, added a department of domestic science 
and scored an epoch in the life of the institution. He was succeeded by Rev. Theo- 
dore Kemp, D. D. 

Within the last fifteen }-ears occasional bequests haxe been dropped into the lap 
of the tmiversit>-. The latest is from that tmiversal benefactor, Mr. Carnegie, and 
it has been utilized in the erection of a science btiilding. 

Much remains rin"written in this condensation of Professor Moss' article. He 
Avas for several years connected with the tuiiversit>' as Professor of Greek, and is 
one of mauA- men of rare culture who have been called to wider fields of usefulness. 



THE EDUCATIONAL HISTORY OF ILLINOIS 321 

It may now be regarded as beyond a doubt that the institution is safely at sea and 
where the water is deep and the saiHng good. Its friends are many, and all wish 
it the large prosperity that should come to it after its long struggle with adverse 
conditions. 

LOMBARD COLLEGE AND RYDER DIVINITY SCHOOL. 

(From a sketch by President Lewis B. Fisher, D. D.) 

This institution was established as an academy, at ' Galesburg, 185L It was 
empowered to confer college degrees in 1853, was named a university in 1855, and 
received its present name in 1899. 

Like the other colleges it owes its origin to the desire to advance the interests 
of religious thought and practice. While the other denominations were establishing 
schools for the promulgation of their religious faith, the Universalists determined 
to follow their example. In consequence a meeting was held at the home of Amos 
Pierce, at Greenbush, Warren cotmty, in 1850, at which Rev. Charles P. West, a 
pioneer minister of the denomination in the State, was authorized to formulate the 
situation and present it at the next meeting of the Spoon River Association of Uni- 
versalists. This meeting was held at the same place on May 9 of the same year. 
The meeting adopted the following statement submitted by Mr. West : 

Whereas, The intellectual and moral improvement of our vouth is a subject of most vital impor- 
tance, not only to our denomination but also to the community at large ; and 

Whereas, Most if not all of the literary institutions of this State, higher than common schools, 
established b}' law, ever have been and still are in the hands of and under the control of our religious 
opponents; and 

Whereas, The sectarian influences of these institutions are detrimental to the cause of free 
inquiry after truth : 

Resolved, That the Universalists of this State ought immediately to adopt measures for the estab- 
lishing of a seminary of learning which shall be free from the above objections. 

Resolved, That the said institution should be located at Galesburg, Illinois. 

The action of this gathering was endorsed by the State convention of the denom- 
ination in the same 3^ear and all possible aid was promised. The first step toward 
the carrying out of the plan was taken by Uzziah Conger, who purchased a half 
block of land in Galesburg, which subsequently became the property of the school. 
A group of interested men began an active canvass for funds on a plan entirely 
unique in the history of the State. It was determined to organize a joint stock 
company with a capitalization of $5,000, divided into $25 shares, with the under- 
standing that when the stock was half subscribed a permanent organization should 
be effected. High hopes were entertained for the success of the enterprise, evidently, 
for provisions were made for stock dividends from the earnings of the school. The 
stock was made taxable for its support. On the 24th of October, 1850, " The Uni- 
versalist Literary Society of Illinois" was formally organized b)-- the election of 
trustees. The board at once perfected its organization by the election of Alfred 
Brown, president, L. E. Conger, treasurer, and Rev. C. P. West, secretary. A 
building committee was chosen and Mr. West was made general agent. Shortly 
after the name was changed to "The Illinois Liberal Institute," and on February 

21 



322 THE EDUCATIONAL HISTORY OF ILLINOIS 

15, 1851, the legislature granted the organization under that name. By September, 
1852, a brick building was erected, Rev. P. R. Kendall was elected principal of the 
school, Miss Caroline S. Woodbury was made principal of the ladies' department, 
a hundred students were present and the work began. At the next session of the 
legislature the college was authorized to confer degrees. 

The question of financial support soon pushed to the front. The sale of stock 
was discontinued and the oft-tried scheme of the sale of scholarships was under- 
taken. It seems to have been remarkably successful, for approximately $80,000 
was secured. Additions were made to the faculty and among them was a man who 
made a notable place for himself in the early and even the later history of higher 
education in Illinois. J. V. N. Standish was elected to the chair of mathematics 
on November 5, 1854. Professor Standish was then twenty-nine j^ears of age. 
He was a lineal descendant of the Plymouth soldier, was a graduate of Norwich 
Universit}^ and was a most impressive personality. The mention of Lombard 
recalls him at once to the minds of all who are at all familiar with educational events. 
He was acting president fi*om 1854 to 1857, served in a variety of capacities during 
the succeeding thirty-five years, was president from 1892 to 1895, and for the whole 
period of his connection with the school was of inestimable value to its interests. 

On the 27th of April, 1855, a disastrous fire swept away the building and it was 
without insurance. Fortunately, Mr. Henry Lombard, a resident of Henry, Illinois, 
came to the rescue of the well-nigh disheartened school, offering a donation of $20,000, 
on the condition that it should be supplemented by a donation of $15,000. The 
conditions were quickly met. The gift included eighty acres of land now within 
the limits of the city. The location was changed from the original site, near the 
Burlington station, to the Lombard tract and the new building was ready by the fall 
of 1856. The name of the institution became Lombard University in 1855. Mr. 
Lombard is another illustration of the incalculable value of a good man to a com- 
munit}^ 

The following is a list of the presidents succeeding Professor Kendall: Rev. Otis 
A. Skinner, 1857-9; Rev. J. P. Weston, D. D., 1859-72; Rev. Nehemiah White, 
D. D., 1875-92; Rev. John Clarence Lee, D. D., four months; Dr. Standish, 1892-5; 
Rev. Charles EUwood Nash, 1895-1904; Rev. L. B. Fisher, 1905. Rev. William' 
Livingston, who came to the school in 1855 as professor of science, was made pro- 
visional president from 1872 to 1875. Professor Rich had charge of affairs 1904-5. 

The first class was graduated in 1856. It consisted of four gentlemen and two 
ladies. Lombard is thus seen to be one of the earliest colleges in the countr}' to 
offer higher education to women. The institution has been peculiar^ favored in 
many waj's. "\'\rhile not without its days of trial it has never known the misfortunes 
of several of its sister schools. It has increased the number of its buildings, has 
sent otit many men and women who have come to prominence and has a comfortable 
endowment of $175,000. 

RYDER DIVINITY SCHOOL. 

This divinity school became a department of the university in 1869. Dr. William 
H. Ryder, for more than a quarter of a century the pastor of St. Paul's Episcopal 



THE EDUCATIONAL HISTORY OF ILLINOIS 323 

Church, Chicago, was for many years president of the board of trustees. He 
bequeathed $50,000 to the department. In 1890, Hon. A. G. Throop, founder of 
the Throop Polytechnic Institute at Pasadena, Cahfornia, gave $20,000 toward its 
endowment. Dr. White was the head of the school from 1892 to 1905. 

HEDDING COLLEGE. 

(From a sketch b}^ Prof. Edgar A. Steele, B. L.) 

When Abraham D. Swarts laid out the town of Abingdon, in 1836, he reserved 
a tract of land as the site of a college. In 1855, a year after his death, Hedding 
Collegiate Seminary was opened for students. It was named after Bishop Elijah 
Hedding, of the Methodist Episcopal Church, an acquaintance of Mr. Swarts in his 
early life. The succeeding year the property was conveyed to the Peoria Annual 
Conference. 

The first building was erected in 1857 at a cost of $12,000. The charter then 
received from the legislature gave it the name of Hedding Seminary and Central 
Illinois Female College, with power to grant degrees to women. There was reor- 
ganization in 1875 when a new charter was obtained and the institution became 
Hedding College. 

The first principal of the school was Rev. N. C. Lewis, A. M. One of his assis- 
tants was the late Matthew Andrews, well known in later years as a public school 
man of large experience. Mr. Lewis was succeeded in 1858 by J. ■ T. Dickinson, 
A. M., who served the institution for nine years. Mr. Dickinson's successors were 
Rev. M. C. Springer, 1867-72; Rev. J. G. Evans, D. D., 1872-78; Rev. G. W. Peck, 
1879-82; Rev. J. S. Cummins, D. D., 1883-6; Rev. J. R. Jaques, 1887-9; Rev. J. G. 
Evans, 1889-98; Rev. H. D. Clark, D. D., 1898-1900; Rev. U. Z. Gilmer, 1900-02; 
Rev. Harry B. Gough, 1902, and Rev. WiUiam Pitt McVey. 

A second building was completed in 1876 at a cost of $30,000. A large and well- 
equipped gymnasium was opened in November, 1904. 

"The location is especially favorable for a Christian college, as Abingdon has a 
charter perpetual against the saloon. More than twenty-five per cent of the minis- 
ters of the Central Illinois Conference have been educated in this college. Noonday 
prayer-meetings have been held by the students of the college without a break for 
more than thirty-five years. The college has a high standard and especially aims 
to develop the highest Christian character." 

EUREKA COLLEGE. 

(Condensed from a paper prepared by Prof. W. T. Jackson, A. B.) 

Eureka College was chartered in 1855. It was the successor of Walnut Grove 
Seminary, which was opened in 1848 by A. S. Fisher, a student of Bethany College, 
Virginia, who went to Walnut Grove for that purpose. Bethany College was pat- 
ronized by the people of that community, as the}^ were largely of the Christian 
Church and Bethanj^was of that denomination. A desire on the part of certain 
members of the community to have in their midst a school that would teach not 



324 THE EDUCATIONAL HISTORY OF ILLINOIS 

only the common English branches but also some of the more advanced work led 
them to guarantee his salar}^ for the first year. 

With the beginning of the second year the Seminary enlarged its borders some- 
what by soliciting patronage and by the employment of an assistant teacher. The 
tuition was very moderate, ranging from $8 to $15 a year, while board cost not to 
exceed $1.25 a week. In December, 1849, the school was incorporated under the 
name of Walnut Grove Academy, and in the following year Elder John Lindse}', an 
evangelist and a graduate of Bethany College, M^as employed to teach the ancient 
languages. 

As the Seminary owed its life to the especial interest of influential members of 
the Church of Christ, and as its teachers were of that faith, it was quite to be expected 
that an effort would be made to secure financial aid from its church organizations. 
At an annual Missionary Convention of the Church of Christ in Illinois, held at 
Walnut Grove, in 1851, the matter was broached, and at the next annual meeting, at 
Abingdon, the following preamble and resolution were adopted: 

Whereas, Walnut Grove Academy, now under the control of a Board of Trustees, organized 
under the general law of Illinois, which has been in successful operation for the last four years, taught 
by A. S. Fisher, principal of the department of mathematics, and John Lindsey, principal of lan- 
guages, and which is the only regularly organized institution of learning controlled bj' our brethren 
in the State ; and 

Where.\s, Said institution proposes to educate young men for the ministry 'free of tuition fees'; 
therefore, 

Resol-\-ed, That we commend to our brethren in Illinois, this institution, and urge upon them 
to foster it by sending their sons and daughters and donating to its librar}- and apparatus, and raising 
such means as mav enable the trustees to place it upon a sure and permanent basis, and be recognized 
as the institution for the brethren of the State. 

The Church of Christ lacks that compactness of organization possessed by some 
other denominations and, in consequence, such a resolution did not bring the sub- 
stantial assistance that otherwise might have been expected. The town of Eureka 
has given generoush% however, and if those who would ordinarily be regarded as 
interested in the college had done as well it would now be generously endowed. 

From the first the College has had to devote no little of its energies to preparatory 
work. A three-year course made up from the regular course was provided for 
young women. They have always been taught in the classes with the young men, 
but were permitted to graduate with fewer requirements. The }-oung women have 
demonstrated their abilit)^ to do the work that any one can do, hence the short course 
has been abolished and there are to be no distinctions in the amount of work required 
for a degree. 

" In 1860 a scientific course was inaugtirated, differing from the classical by the 
omission of Greek and Latin, and requiring less time. With some variations this 
course was continued until 1886, when it was made a four-year course and placed 
on the same plane as the classical course. Election was only by courses till 1891, 
when juniors and seniors were allowed to elect about half of their work. The privi- 
lege of election was later extended to the lower classes. At present one-third of 
the work is freely elective and a portion of the other two-thirds is elective with some 



THE EDUCATIONAL HISTORY OF ILLINOIS 325 

limitations. Regular work in German and French, three or four 3'ears in each, dates 
from about 1876." 

In 1866 special courses were ofifered for those who were preparing for the ministry, 
and the}' have been continued in various forms to the present, although not con- 
stituting a complete theological course. 

In 1884 Abingdon College, located at Abingdon, Illinois, was joined with Eureka. 
The productive endowment of the college is estimated at about $50,000 and the 
equipment at about the same. 

The following is a list of presidents: William M. Brown, 1855-6; Charles Louis 
Loos, 1856-8; George Callender,. 1858-62; B. W. Johnson, 1862-3; H. Vf. Everest, 
1863-72; A. M. Weston, 1872-5; B. J. Radford, 1875-7; H. W. Everest, 1877-81; 
J. M. Allen, 1881-7; Carl Johann, 1887-96; J. H. Hardin, 1896-1900; R. E. Hierony- 
mus, 1900-10. 

MONMOUTH COLLEGE. 

(From a sketch by W. J. Buchanan.) 

Monmouth College, like so many of its kind, was evolved from an academy. 
These academies were tentative propositions, feelers, forerunners; if the communities 
were not ready for the higher institutions the academies could be continued or 
abandoned. In the latter event no serious loss would be incurred. 

It was at a meeting of the Second Associate Presbytery of Illinois, held in October, 
1852, in the South Henderson Church, some twenty miles from Monmouth, that the 
suggestion was made that there should be a classical school in western Illinois. The 
two men who are responsible for the movement are Rev. J. C. Porter, pastor of the 
United Presbyterian congregation, of Cedar Creek, and Rev. Robert Ross, pastor 
of a similar congregation, at South Henderson. The suggestion met the approval 
of the meeting and it was determined that the Presbytery should establish an 
academy within its territory. A committee consisting of the two pastors mentioned 
and Rev. W. R. Erskine was appointed to formulate all details. 

The Presbytery met a half-year later at Clayton and there located the academ}-^ ' 
at Monmouth and appointed a board of directors to take charge of it. The board 
selected Rev. James R. Brown as principal, a position which he retained during the 
existence of the school as an academy. It was opened on the first Monday of 
November, 1853, with twenty-one students. 

Two years later the Presbytery believed that the time had come to advance the 
school to the grade of a college. The necessary steps were taken to meet the needs 
of the institution and in January a faculty, consisting of Rev. David A. Wallace, 
president, Rev. Marion Morrison, of Tranquillity, Ohio, professor of mathematics, 
and Rev. J. R. Brown, professor of ancient languages. September 3, 1856, was the 
opening day of the college and ninet}^-nine pupils were enrolled in the course of the 
first year. The first four years were spent in a building in the northwest part of 
Monmouth. It is an interesting fact that Maj. R. W. McClaughry, the famous 
prison warden, was the first student-janitor of the building. In 1863 the college 
was moved to its present site, where an excellent four-stor\' building awaited it. 
Several additional buildings have since been erected. 



326 THE EDUCATIONAL HISTORY OF ILLINOIS 

Only four presidents have presided over the college : Dr. Wallace served twenty- 
one years, Rev. Jackson Burgess Mc Michael nineteen years, Rev. Samuel Ross 
L^^ons three years, and Rev. T. H. Mc Michael has now served since 1903. In addi- 
tion to the literar}' and scientific departments there is a musical department. 

The supervision of the college is vested in the Synods of Illinois, Iowa, Nebraska, 
Kansas, and the Second Synod of the United Presbyterian Church of North America. 
Its success indicates what is possible under the fostering care of a large and influential 
church organization. The corporate powers of control are vested in a senate, com- 
posed of directors selected from the territor)^ of the synods designated and from the 
alumni, and in a board of trustees who are elected by this senate. The control is 
denominational but not sectarian. 

The sketch from which this account is condensed was prepared in 1906. Up to 
that time there had been an enrolment of fifteen thousand students and the alumni 
numbered nearly thirteen hundred. Two of the graduates have attained national 
prominence in connection with the building of the Panama Canal — John F. Wallace . 
and Theodore P. Shonts. The college has been well cared for, the endowment 
fund now aggregating a quarter of a million. 

The college has been co-educational from the first. It has always had a pre- 
paratory department, which has also given general courses for those not expecting 
to take the complete course. Like many of the colleges that were in existence at 
the time of the great war, Monmouth contributed liberally of her students to save 
the Union. Major McClaughry began his militaiy career by the organization of a 
student company known as the " Cadet Blues." 

Opportunities for liberal culture are afforded and a good degree of freedom is 
allowed in the matter of electives. The college had her scourge of fire as so many 
of her sisters had, but she arose from the ashes like the fabled bird that so frequently 
adorns the rhetoric of the }'-ounger collegian. Her first president made a most enviable 
record in the earh' education of the State and will receive appropriate mention 
elsewhere. 

LAKE FOREST COLLEGE. 

(From a sketch by John J. Halse^-, LL. D.) 

The sketch by Dr. Halsey is rich in historical details and when printed b}- the 
Bureau of Education, from which the manuscript was obtained for this record, will 
be found of great value to the future historian of the institution. 

The origin of the universit}^ is traceable to the suggestion of Rev. Robert W. 
Patterson, D. D., then pastor of the Second Presbyterian Church of Chicago. He 
discussed with friends the advisability of founding near the city an institution of 
learning under the direction of the denomination with which he was affiliated. There 
were soon associated with him as interested in the enterprise Dr. Harvey Curtis, 
pastor of the First Presbyterian Church of Chicago, and Rev. Ira M. Weed, of 
Waukegan, then agent of the American Board of Christian Foreign Missions. They 
cast about for a location and settled upon the present site of Lake Forest. This 
was in 1854 and 1855. 

Forty thousand dollars were promised and a selected agent, Mr. J. J. Slocum, 



THE EDUCATIONAL HISTORY OF ILLINOIS 327 

soon had $50,000 more on his books. Among the subscribers was the weU known 
WiUiam Bross, once Lieutenant-Governor of the State. The plan of procedure was 
not altogether unlike that pursued by Knox College. The subscribers constituted 
" The Lake Forest Association." The idea seems to have been to establish a college 
town for suburban residence, where the youth of the community could be educated 
at home and in most delightful surroundings. Twenty-three hundred acres of land 
were purchased. Thirteen hundred acres were set aside as Association property, 
and on this the town was tastefully designed. Every alternate lot was assigned to 
the University. It was hoped, probably, that the increase in value of these lots 
would be a most valuable asset of the institution. Fort}^ acres in the center of the 
town were set apart for the college campus, ten acres adjacent for an Academy and 
twelve acres on the lake front for a Ladies' Seminary. All of this was accomplished 
in the years 1857-8-9. 

In consequence of a liberal but conditional offer of Mr. Sylvester Lind, of Chi- 
cago, a charter was obtained, bearing date February 13, 1857, for the organization 
of " Lind University, " and giving authority for the establishment of the usual depart- 
ments of law, theology, etc. February 16, 1865, the name of the institution was 
changed to "Lake Forest University." 

In July, 1857, the Land Association sold the six hundred and fifty acres which 
it had retained for $109,000. A hotel was erected and the town was laid out by a 
landscape gardener. Meanwhile a movement was made to meet the conditions of 
subscriptions that had been offered. Let it be remembered that the year is 1857 
and no further comment is •necessary. When the subscription had realized $4,000 
an academy building, instead of a university building, was erected and before the 
end of the succeeding year school opened with four pupils and Samuel F. Miller as 
principal. The first year the attendance increased to twenty-five and the second 
year to forty -nine. Meanwhile two additional instructors were appointed. 

The year 1861 marks the beginning of the college, a class of five undertaking 
the work tmder Prof. W. C. Dickinson, who had been a teacher in the academy for 
two years. The class continued for two years when the college came to a halt. ' 
In March, 1859, certain physicians of the cit}^ organized a medical college as a part 
of the university. In 1866 it withdrew and became the Chicago Medical College. 

The public received the impression, which is quite likely to be given under the 
circumstance, that the university was amply supplied with funds and that the pro- 
moters were working a financial rather than an educational scheme, and, in conse- 
quence, it was impossible to secure an endowment by an appeal to the philanthropy 
of the people, beyond $50,000 for a guarantee fund for the future president's salary. 
The academy was not self-supporting and was encroaching on the funds. The land 
endowment slowly disappeared so that in 1864 it was the only school in operation. 
Thus a magnificent possibility seemed about to end in hopeless disaster. Milford 
C. Butler succeeded Mr. Miller as principal in March, 1862, and served for two 
years. He was succeeded by Lewis M. Johnson, who served from 1864 to 1868. 

The Seminary, which has since become so successful tmder the name of Ferry 
Hall, had its forerunner in a school for young women which was opened in Septem- 
ber, 1859, by Rev. Baxter Dickinson, D. D., with the assistance of his four daughters. 



328 THE EDUCATIONAL HISTORY OF ILLINOIS 

He erected a building on a lot near the university grounds, being attracted to the 
location bv the expected developments. He was generously patronized. 

In the winter of 1868 the financial condition was such as to determine the board 
of ti-ustees to build an excellent building for a ladies' seminary. In September, 
1869, it opened as Ferrj^ Hall. It was leased for a term of years to Edward P. 
Weston and sprang into quick popularity. In 1869, a similar polic}^ was adopted 
with regard to the academy and it soon became self-supporting. 

Earty in the history of the enterprise the Land Association had built a hotel. 
In 1874 the trustees purchased this building and started the college. The original 
mover in the enterprise became president of the university in August, 1875. It 
was two 3^ears before a freshman class materialized. The students came at last and 
work began. They were no sooner well started than the old and familiar scourge 
of fire visited them. Their misfortune attracted friends, however, among whom 
were Hon. Charles B. Farwell and his wife. An endowment fund of $100,000 was 
raised, and a new president appeared in the person of Rev. Daniel S. Gregor}^ D. D. 
Prof. John H. Hewitt had come to the institution as a teacher and upon the retire- 
ment of President Patterson had served most efficiently in holding the organization 
together after the fire and rehabilitating the institution. A new building was erected, 
and in September the college opened with a student body of thirty-seven and a 
faculty of seven. 

President Gregory served for eight years and left the institution in broken health 
from his effort to develop. it in harmony with his plans. Something had been accom- 
plished in the graduation of forty -five students, but financial support was still a thing 
of the future. If it had been a pure business enterprise it would have been given 
up long before, but there were a few friends that could not surrender their hope of, 
a college with an ample endowment as the crown of the original endeavor. 

And now came Rev. William C. Roberts, D. D., LL. D., one of the secretaries of 
the Presbyterian Board of Home Missions, as president. The board of tnistees 
determined to raise a fund of $1,000,000 within the next five years. At his inaugura- 
tion, in June, 1887, $155,000 had already been secured. By the beginning of 1888, 
$200,000 of the million was on hand. The success of the board seemed to exhaust 
their energies, for in 1888 httle was done. In April, 1889, D. K. Pearsons, whom 
we have met on other auspicious occasions, told the board that if they would raise 
$400,000 by commencement day he would make it a half-million. It was accom- 
plished. Mr. Pearsons had a way of enticing mone}'- from men's pockets by a show 
of money. 

In the development of the university idea Northwestern College of Dental 
Surgery, Rush Medical College and the Chicago College of Law were connected 
with the institution within the period between 1887 and 1903, when the final separa- 
tion took place, and the institution determined to devote itself to a less ambition 
than the realization of a tmiversity. 

The remaining presidents were Rev. G. James McClure, D. D., pro tempore, 
1892-3; the eminent scientist, John M. Coulter, Ph. D., LL. D., 1893-6; Rev. James 
G. K. McClure, D. D., 1897-1901, the interval being supplied by Prof. John J. 
Halsey; Rev. Richard Davenport Harlan, D. D., and John S. NoUen, Ph. D. 



THE EDUCATIONAL HISTORY OF ILLINOIS 329 

After Mr. Pearsons' gift the benefactions began to increase. Mr. and Mrs. 
Henr^' Durand began a series of gifts that were most generous. Mrs. S. S. Reid, 
Mr. and Mrs. E. F. Warner, an unnamed Chicago friend (a lady), Mr. Pearsons 
again, Mr. Carnegie, Mr. William Bross — so that the institution is now well supplied 
with buildings, has a respectable endowment fund and has settled down to the idea 
that college work is its true function. 

BLACKBURN COLLEGE. 

(Condensed from a sketch by Dean G. D. Walcott, Ph. D.) 

Blackburn College perpetuates the name of its founder, Rev. Gideon Blackburn, 
D. D. He was associated with General Andrew Jackson in the Creek War and was 
afterward engaged as a missionary among the Creeks in an endeavor to accomplish 
something for their education. He located at Carlinville, Illinois, and was moved 
to attempt the founding there of a school with a theological department, to be con- 
nected with the Presbyterian Church. 

His method of endowing his proposed institution suggests the method twice 
used, as has been seen, by other schools. He proposed to enter land for eastern 
purchasers at $2 per acre, SI. 25 to be paid for the land, 25 cents to be paid to him 
for his services and the remaining 50 cents to be used in the purchase of land for 
the school. In this way he accumulated nearly seventeen thousand acres to be so 
used. What a magnificent endowment this would have furnished if it could have 
been retained for a few years ! 

The town of Carlinville secured the location of the school b}' the purchase of a 
tract of land for a campus. In 1837 Dr. Blackburn deeded the land that he had 
purchased to certain men as trustees of the proposed institution. Lands were then 
in slight demand because of their relative abim dance. In the first eight years 
2,000 acres were used up in taxes and expenses. In 1845 it was determined to give 
up the Carlinville scheme and transfer the land to the tinistees of Illinois College 
for the support of a theological professorship in that institution. The court granted 
a suitable decree and the Carlinville contributors got their money back. About 
six years later the heirs of Dr. Blackburn attempted to get possession of these lands 
on the plea of their misappropriation. The court of final resort decided that the 
heirs could not recover, but that the lands must go back to the trustees of Blackburn 
for the original purpose. Thus do the courts respect the purpose of college founders. 
Illinois had sold part of the lands, so they were redeemed and the nearly fifteen 
thousand acres went back to Carlinville. 

In 1839 a charter had been secured, but it was unsatisfactory and it was declined. 
We have heard of similar experiences in other schools. In 1857 a satisfactor}' charter 
was secured and is still in force. The name at first was Blackburn Theological 
Seminary. A building was erected and an elementary school was started tmder 
Mr. Downer as principal and Mr. Clark as assistant, in 1859. i\.fter two years the 
school was closed for lack of patronage. After a year the school was reopened with 
Robert B. Minton as principal and Homer Love as assistant. This time the school 
was more successful and continues to this dav as Blackburn Academv. 



330 THE EDUCATIONAL HISTORY OF ILLINOIS 

Collegiate work was begun in 1864. A theological department was opened three 
years later with Dr. John W. Bailey as Professor of Theology and was continued 
for several 3'ears. In 1868 the name of the school was changed to Blackburn Uni- 
versity, by which it is still known. 

The names of the men who have been connected prominently with the university 
should be remembered. Professor Minton was connected with the school for 
twenty-seven years. Dr. Rufus Nutting was a teacher for fourteen years, Professor 
Conley for nearly thirty-six years and Dr. Charles Robertson for almost as long a 
time. Dr. Bailey was the first president, serving 1871-6. Dr. E. L. Hurd served 
from 1877 to 1891. He was succeeded by the eminent teacher,- clergyman and State 
superintendent of public instruction, Dr. Richard Edwards, who served for two 
years and retired on account of poor health. The remaining presidents are Dr. 
James E. Rogers, 1893-6; Prof. W. H. Crowell, acting, 1896-7; Dr. Walter H. Brad- 
ley, Dean, 1897-05; Rev. Thomas W. Dingle, Ph. D., 1905. 

In 1903 a movement was started to consolidate Blackburn with Illinois. It was 
ill-timed and injured the former. 

As has been seen, Blackburn has had something of a problem to keep afloat. A 
number of exceedingly capable men have been connected with the school, however. 
At present the situation is far more comfortable, and although one of the small 
institutions it is getting on well and rendering admirable service to the cause of 
education. 

WHEATON COLLEGE. 

(Condensed from a sketch by President Charles A. Blanchard, D. D.) 

Wheaton College is the successor of "Illinois Institute," founded by the Illinois 
Conference of Wesleyan Methodist Churches, at Wheaton, about 1850. The first 
building was occupied on the 14th of December, 1853, with Rev. John Cross in 
charge. The following April he was succeeded by Rev. C. Winship, who was fol- 
lowed a year later by Rev. G. P. Kimball, and still later J. A. Mertling became prin- 
cipal. A charter was obtained in 1855, and in September, 1856, Rev. L. G. Matlack 
became president. 

Having contracted debts beyond the power to pay, assistance was sought out- 
side the denomination. The following action was taken by the board of trustees 
on January 9, 1860: 

" The college is hereafter to be under the control of orthodox Congregationalists, 
with the co-operation of its founders and friends, the Wesleyans. Several Congre- 
gational gentlemen, widel}^ known in the State, have 3.ccepted trusteeships and 
others are to be appointed. The intention of the trustees is th'at the instruction 
and influence of the institution shall bear against all forms of error and sin. The 
testimony of God's Word against slave-holding, secret societies and their spurious 
worships, against intemperance, human inventions in church government, war, and 
whatever else shall clearly appear to contravene the coming of our Lord Jesus Christ, 
is to be kept good." 

The name of the Institute was changed to Wheaton CoUege and Rev. Jonathan 
Blanchard, recently president of Knox College, assumed the presidency. The first 



THE EDUCATIONAL HISTORY OF ILLINOIS 331 

class, consisting mainly of students from Knox, graduated the same year — July 
4, 1860. With the exception of 1861, a class has graduated annually ever since. 

A new charter was secured February 22, 1861. Among the names of the members 
of the board of trustees are found Jonathan Blanchard, Owen Lovejoy, W. L. Wheaton 
and others. Wheaton College was made the legal successor of the Illinois Institute 
and was granted all of the powers usually devolving upon such institutions. The 
active opposition of President Blanchard to secret societies made many enemies, 
and an appeal was taken to the courts to determine the legality of the expulsion of 
students who violated the rule of the college against such organization. The college 
was fully sustained, as was President Blanchard when an attempt was made to 
induce the board to remove him. 

In 1878, the debts of the college, mainly incurred in the erection of a new build- 
ing, and amounting to about $22,000, were paid in full. It was now possible to 
manage the institution without incurring a debt for current expenses, for the faculty 
generously agreed to remit such portion of their salaries as could not be provided 
for by the income. 

- President Blanchard resigned in 1882, and left the college in a comfortable con- 
dition as to buildings and endowment. He was succeeded l^y his son, Prof. Charles 
A. Blanchard, who for ten years had been connected with the college. In 1890 the 
college building was enlarged, in 1895 the women's building was erected, and in 
1898, the gymnasium. In 1902 the central building was reconstructed, at a cost 
of $40,000. Among the many donors, R. J. Bennett, LL. D., of Chicago, was espec- 
ially generous. 

The women's building was made possible by a gift of $10,000 by John Quincy 
Adams, of Wheaton, who also gave $6,000 toward the gymnasium and $500 toward 
the purchase of the organ. 

It has been the aim of the college to become an active agent in the promulgation 
of Christian principles and practice. Systematic study of the Bible is pursued in 
the academy and in the college, all pupils are required to attend church and Sunday- 
school, and are urged to engage heartily in the voluntary Christian work of the 
school. There are the usual literary societies and Christian organizations. 

The college plant now consists of five buildings, the endowment amounts to 
something more than $75,000, and the property is conservatively valued at $250,000. 
A movement is on to secure an additional $100,000 of endowment. 

AUGUSTANA AND THEOLOGICAL SEMINARY. 

(Condensed from a sketch by President Gustav Andreen, Ph. D.) 
This institution was founded in 1860. It is owned and controlled by the Evangel- 
ical Lutheran Augustana Synod. The Augustana Synod was organized in 1860, at 
Clinton, Rock county, Wisconsin. It was composed of the Chicago, the Mississippi, 
and Minnesota Conferences and contained about half as many Norwegians as Swedes. 
An important change occurred in 1870 by the separation of the Norwegian element 
and the organization of a synod for themselves. The synod is very strong, having 
had a very remarkable growth, numbering approximately twelve hundred con- 
gregations. 



332 THE EDUCATIONAL HISTORY OF ILLINOIS 

The most important step taken at the Clinton Conference was the founding 
of a theological seminar}- at Chicago for the preparation of young men for the minis- 
try. L. B. Esbjorn was chosen the first professor and president of the seminary and 
continued in that position for three years. The institution contained a preparatory 
department as well as the seminary. 

The first session of the seminary opened September 1, 1860. In the first 3'ear 
there was an enrollment of twenty-one. Like man}^ other institutions it suffered 
a loss of students at the beginning of the war and did not reach forty until the last 
year of the war. During the entire service of President Esbjorn he was the only 
regular professor, but received material assistance from time to time from Chicago 
pastors and advanced students. In the summer of 1863 he retired from the position 
and was succeeded by Rev. T. N. Hasselquist, president of the synod; the appoint- 
ment, which was at first temporary, was soon after made permanent and he held 
the position until his death, which occurred in 1891. 

At the convention of synod held in Chicago in 1863, the institution was incor- 
porated under the general laws of the State and removed to Paxton, Illinois, where 
a school building was purchased and a new one erected on grounds donated by.!, Mr. 
Hasselquist. On February 16, 1865, the seminary was granted a charter by the 
General Assembly. Four years later the charter was amended, the supplementary 
act bearing date March 10, 1869. The name was changed thereb}'' to Augustana 
College and Theological Seminary and the institution was authorized to confer the 
ordinary collegiate degrees. It now comprised three departments — a preparatory 
department with a three-year course, a collegiate department with a four-^^ear course, 
and a theological department with a two-year course. This organization occurred 
one year after obtaining the second charter. In 1897 the theological department 
extended its course to three years. 

At the Galesburg convention of Synod, in 1872, it was determined to remove 
to Moline or Rock Island. A fine location was purchased in Rock Island and the 
directors were instructed to erect suitable buildings. As there was no building fund 
and as there was a debt for the purchase of the land the undertaking involved no 
small degree of difficulty. Thi-ee years .later, in the fall of 1875, the library and 
other property of the institution were removed to Rock Island, and on the 22d of 
September the first session was held in the new building, which was solemnly dedi- 
cated to God and the Church on the 14th of October, 1875. 

And now came happy and prosperous days for the college. Its first class grad- 
uated in 1877. A new building was soon needed and was ready for occupation in 
February, 1888, although not formally dedicated until June 12, 1889, in connection 
with the thirtieth annual convention of the synod, which was held at the building. 
Thirty thousand of the $80,000 necessary for the erection of this building was the 
gift of Mr. P. L. Cable, of Rock Island. 

A conservatory of music, a business college and a Normal department have been 
added to the institution. As an indication of the work which has been accomplished 
by the theological department it is only necessary to say that more than six hundred 
of its students have been ordained to the ministry. 

President Hasselquist was succeeded b}^ Dr. Olsson in 1891 and served in that 



THE EDUCATIONAL HISTORY OF ILLINOIS 333 

capacity until his death, which occurred in 1900. Dr. C. W. Foss directed affairs 
until 1901, when Dr. Gustav Andreen, of Yale University, was elected to the presi- 
dency. 

Augustana has won a fine reputation. The success of the institution has been 
phenomenal. Unlike some of her sister schools, she has had the enthusiastic sup- 
port of the churches of the synod. She broadly illustrates what is possible with 
united and loyal effort. 

There are now eight departments: The Preparatory Department; the Academic 
Department with a three-year course; the Collegiate Department with a four-year 
course; the Normal Department with a three-year course; the Theological Depart- 
ment with a three-year course; the Post-graduate Department; the Conservator}' 
of Music and Art School, and the Business College and School of Phonography. 

ST. FRANCIS SOLANUS COLLEGE. 

(From a sketch by Rev. Silas Barth, O. F. M.) 

Tl\is college was founded in 1860 b}^ members of the order of Friars Minor, belong- 
ing to the Province of the Holy Cross in Germany, who had been invited to the 
diocese of Alton, Illinois, by its bishop, the Right Reverend Damien Junker, D. D. 
Upon their arrival, in 1858, they were sent to Teutopolis, where they engaged in 
religious work, as well as in other parts of the State. Especially were they called 
to Quincy by the bishop to engage in some church and mission work and also to open 
a school for the higher education of young men. In consequence of this invitation, 
in 1860 a day school was opened under the direction of Rev. Servatius Altmicks, 
O. F. M., in a private residence at the southeast comer of Main and Eighth streets, 
but a few months later it was transferred to the monastery newly erected on what 
was known as "The Prairie," at the intersection of Vine and Eighteenth streets. 
The site for the building was donated by Mr. Christian Borstadt. 

The school soon approximated a hundred students who desired to pursue the 
study of elementary instead of higher branches, having been deprived of educational 
opportunities in their earlier lives. This was a most disappointing beginning for a 
college and the enterprise was near an abandonment. It was finally determined 
to accept the situation and conduct the school as a high school for a time at least. 

In 1863 Rev. Anselm Mueller, O. F. M., was appointed president and immed- 
iately gave new life to the school. Lack of funds had necessitated the acceptance 
of the hospitality of other institutions, so the classes were held in the monaster}^ 
for the first j'ear, at the end of which the better quarters in the St. Aloysius' Orphan 
Asylum were occupied, and there the school remained until 1865, when a new build- 
ing, which had been erected by the congregation attached to the monastery, became 
available. 

In consequence of the improved conditions that slowly appeared in the public 
and parochial schools the institution was enabled to take on more and more the 
character of a college, and by 1869 the number of students had so largely increased 
as to make a new building a necessity. In consequence a commodious and beautiful 
structure was ready for occupation on September 10, 1871. A season of great 



334 THE EDUCATIONAL HISTORY OF ILLINOIS 

prosperity followed, and m 1873 the college received a charter authorizing it to confer 
the ordinar\^ academic degrees. 

Among many worthy of mention, Rev. Francis Albers, O. F. M., is remembered 
as a man of great piety and learning. He began his work in the college in 1865 and 
served it with great faithfulness for the succeeding twent^^-five years. 

The close of the first quarter-centur}^ of the life of the college was made the 
occasion of a jubilee extending over three da3^s. The following extract from the 
report of the president indicates the degree to which the hopes and plans of the 
devoted founders had been realized: " The college is in the most prosperous condi- 
tion. Its literary standing is most favorably recognized, and its financial affairs 
are on a solid and satisfactory basis. The spacious apartments are filled to their 
utmost capacity and additional buildings would be required but for the determina- 
tion of the managers not to increase the number of boarders beyond a fixed limit." 

In 1893, after a faithful service of thirty years, the Rev. President retired and 
was succeeded by Rev. Nicholas Leonard, O. F. M. He had seen the institution 
develop from an elementary school to a reputable college and mainh^ through his 
own endeavor. His withdrawal was for- nine years, when he again engaged in the 
management of its affairs. 

It was in the presidency of Father Leonard that the college building was com- 
pleted according to the original idea and that the institution found itself at home 
in a superior four-story building in harmony with its needs. Its annual catalogue 
expresses the purpose of its existence — to instill into the hearts of its pupils the 
principles of their holy religion and assist them in forming a character which will 
enable them to pass through life as faithful children of the Church, loyal citizens of 
the United States and useful members of society. To do this no pains are spared 
and all of the means suggested by the best authorities are faithfulty employed. 

NORTHWESTERN COLLEGE AT NAPERVILLE. 

(From a sketch prepared by Miss M. S. Bucks, Professor of English Language and Literature.) 

At the annual session of the Illinois Conference of the Evangelical Association, 
held in 1861, a resolution was adopted inviting the Wisconsin, Indiana and Iowa 
Conferences of the same denomination to unite with them in the founding of a col- 
lege. It would seem that the time was most unfavorable for the beginning of such 
an enterprise, when the young men of the country were enlisting for military service 
in the South, yet there was a cordial response on the part of these conferences and 
the venture was launched. A site was offered by the village of Plainfield, and a 
building then in course of erection. The offer was accepted and the institution 
was called Plainfield College. An organization was at once effected, and a pre- 
paratory depai"tment opened in the fall of the same 3^ear with an encouraging attend- 
ance and with three teachers. They were John Rhodes, A. M., John Miller, A. B., 
and Miss C. Harlacher. The first president of the school was Rev. Augustine A. 
Smith, A. M., of Greensburg, Ohio, who began his work in the fall of 1862. 

In 1864 the name was changed from Plainfield College to Northwestern College, 
and six years later the location was changed to Naperville, which had made the 



THE EDUCATIONAL HISTORY OF ILLINOIS 335 

enticing offer of a campus of eight acres and $25,000 in money. Plainfield was 
several miles from a railroad, and the institution suffered a severe handicap in con- 
sequence. A spacious building was at once erected and the school began operations 
in its new quarters in 1870. 

Like nearly all institutions of its kind it began as a preparatory school and grad- 
ually developed college classes. It was not until 1869 that these were all represented. 
Additional departments were added from time to time and among them Union Bib- 
lical Institute, which opened in 1876. The Institute has a separate organization, 
but its connection with the college is so close that it performs the office of its theo- 
logical department. 

After twenty-one years of service. President Smith was succeeded, in 1883, by 
H. H. Rasweiler, A. M., who served the college for the succeeding five 3'ears. This 
was the transitional period in the life of the college. H. J. Kiekhoefer, A. M., Ph. D., 
succeeded to the presidency in 1890, and with his administration the college period 
began. A new building was completed in his first j^ear and in the following j^ears 
another was added. 

The continued growth of the school soon necessitated additional buildings, and 
they found their place on the campus through the generosity of Mr. Carnegie and . 
Dr. Albert Goldspohn, of Chicago. 

By the addition of other conferences to the college corporation the constituency 
of the institution was greatly enlarged and with the expected advantages. It was 
thus possible to increase the endowment, which at the date of the preparation of 
this sketch amounted to about $200,000. Its permanency was thus insured, for 
when an educational institution gets that amount of mone}^ behind it there will be 
more. 

The closing paragraph of the sketch exhibits the purpose of the founders and 
present management. " Northwestern College stands for Christian education in 
the broadest sense. In an age produced by Christian civilization no apology is 
needed for emphasis upon .' Christian ' in higher education. Its aim is to produce 
sound scholarship and genuine nobility of character. The purpose of education is 
life rather than livelihood; hence it implies a symmetrical development of the mental, 
moral, and physical powers of the student. While laboring to establish a vigorous 
intellectual activity, the college endeavors to foster a healthy Christian life and 
spirit, and recognizes in the blending of these elements the crowning excellency of 
its work." 

WESTFIELD COLLEGE. 

(From a sketch by President B. F. Daugherty, A. M.) 

At a meeting of Old Wabash Conference of the United Brethren of Illinois, held 
at New Goshen, Indiana, in 1858, a committee, consisting of Revs. J. R. Shuey, 
S. C. Steward and S. Mills, was appointed to consider the purchase of a Methodist 
College located at Clinton, Indiana. At a meeting of the Lower Wabash Con- 
ference, held in the spring of the following year at Westfield, Illinois, this committee 
reported against the purchase, whereupon another committee, consisting of Revs. 
J. R. Shuey, W. C. Smith and J, W. Nye, was appointed with authority to locate 



336 THE EDUCATIONAL HISTORY OF ILLINOIS 

and organize a seminary within the boundaries of the Conference. At the Confer- 
ence of 1860 the committee reported that it had decided upon Westfield as a loca- 
tion. In 1861 a site was purchased and a building begun. In order that there 
might be a school for the building when completed an organization was effected and 
recitations began in September in the old United Brethren Church, with Rev. 
George W. Keller as first principal. 

Westfield College charter was granted by the legislature on February 15, 1865. 
The principals of the Seminary were Mr. Keller, 1861-3; Rev. F. J. Fisher, 1863-4, 
and Rev. W. T. Jackson, 1864-9. It is thus seen that Principal Jackson's term as 
principal reached over some four years into the life of the college. With his with- 
drawal S. B. Allen was elected as the first president of the college and the faculty 
was fully organized. President Allen served for fourteen years and his successors 
are: Rev. Lewis Bookwalter, 1883-5; Rev. I. L. Kephart, D. D., 1885-9; Rev. W. H. 
Klinefelter, D. D., 1889-95; Rev. B. L. Seneff, D. D., 1895-7; Rev. W. S. Reese, 
D. D., 1897-1902; Rev. J. A. Hawkins, D. D., 1902-3; Rev. W. R. Shuey, Ph. D., 
1903-6; Rev. B. F. Daugherty, 1906. 

The original building, completed in 1863, was enlarged and modernized in 1898. 
The endowment is approximate^ $25,000. This will be materially increased in the 
near future. The preparatory department, which was the beginning of the college, 
has been maintained and several departments have been added to the regular college 
cotn-se. 

The college has always emphasized a positive Christian influence and a thorough 
mental discipline. It holds an honored place in the Federation of the colleges of 
Illinois. The courses are equal to the best and are conducted by first-class teachers. 
The Upper and Lower Wabash and the Illinois Conferences are the supporting body 
though they may elect trustees from their membership or from outside. The college 
has never been sectarian. 

ST. JOSEPH'S SERAPHIC COLLEGE. 

(From a sketch by Eugene Hagedorn, O. F. M.) 

The college is situated at Teutopolis, Effingham cotmty. Its purpose is to give 
Catholic students who wish to become Franciscan priests a thorough religious and 
classical education preparatory to their entering the Franciscan novitiate. Its 
instruction is limited, therefore, to students deemed worthy to become priests in 
the Franciscan order. Its charter is dated March 5, 1881. It is directed by the 
Father of the Franciscan Province of the Sacred Heart of Jesus. 

In 1858 the Franciscan Fathers took charge of the parish at Teutopolis. Realiz- 
ing that the religious and educational training of the growing youth demanded 
particular attention and that something must be done to supply the dearth of priests, 
the Fathers laid the foundation of the school in 1861. A building was erected and 
in 1862 the college and seminary began their work with the Ver}' Rev. P. Heribertus 
Hoffman, O. F. M., as Rector, and a faculty of five Franciscan Fathers and one 
secular professor. 

As the number of Fathers was small, and as they were also o^^erburdened with 



THE EDUCATIONAL HISTORY OF ILLINOIS 337 

missionary work, it was determined to confine the work of the school to the giving 
young men a good classical education and a superior moral training. The second 
Rector was the universally beloved P. Mauritius Klosterman, O. F. M., who had 
been a teacher in Germany. One year after his accession the seminary was closed 
and the course of stud}^ made exclusively classical, a one-year preparatory course 
and a five-year classical. Subsequent^ a commercial course was added. Because 
of the prosperity of the school the size of its building was nearly doubled in 1877. 
In 1881 the college was incorporated and was thus authorized to confer the degrees 
of A. B. and A. M. 

In the summer of 1882 Rev. P. Michael Richardt, O. F. M., succeeded to the man- 
agement. In 1884 another addition to the building was erected. The capacity 
was now increased to 170 students. Three A^ears later still further additions were 
made. 

The succeeding Rector, Very Rev. Nicholas Leonard, O. F. M., remained until 
January-, 1893, when he was transferred to the Rectorship of St. Francis Solanus, 
as we have seen in a preceding sketch. His successor, the Very Rev. P. Hugoline 
Storff, O. F. M. (January 1891-September, 1900), also made material additions to 
the buildings. In 1898 the commercial course was dropped and a sixth year added 
to the classical course. 

The following are the subsequent Rectors: The Very Rev. P. Samuel Macke, 
O. F. M., September, 1900- January, 1905; The Very Rev. P. Christopher Guithues, 
O. F. M., January, 1905-August, 1906; The Very Rev. P. Hugoline Storff, O. F. M., 
August, 1908. 

LINCOLN COLLEGE, AT LINCOLN, AND JAMES MILLIKEN 
UNIVERSITY, AT DECATUR. 

(From a sketch by President A. R. Taylor, Ph. D.) 

The James Milliken University is composed of two colleges: Lincoln College, at 
Lincoln, Illinois, and Decatur College and Industrial School, at Decatur. 

Previous to the Civil War the Cumberland Presbyterian Church had no higher 
institution of learning north of the Ohio river. As early as 1862 the idea of a college 
for the three synods of Indiana, Illinois and Iowa was advocated by several clerg}"- 
men of the denomination. In the fall of 1863 the synods took the preliminary 
steps for the organization of a college by appointing a commission, which, after 
mature deliberation, selected Lincoln as a proper location. That city offered $21,000 
as a cash bonus and a campus of ten acres, and made a promise to raise the whole 
amount to $45,000 if possible. 

The school was chartered as Lincoln University, and the first board of trustees 
organized in 1865 with G. H. Campbell as president and R. B. Latham as vice- 
president. The first faculty was appointed on March 8, 1866, with Rev. Azel 
Freeman, D. D., as president. On November of the same year the universit}^ was 
formally opened with about one hundred students. 

President Freeman was succeeded in 1870 b}' Rev. J. C. Bowdon, D. D., who 
served for three years. His successor was Rev. A. J. McGlumphy D. D., who 

22 



338 THE EDUCATIONAL HISTORY OF ILLINOIS 

retired at the close of the college year of 1887. Prof. Albert McGinnis was elected 
vice-president and managed the institution for the following year. Prof. A. E. 
Turner was elected president in 1888. His administration was highly successful, 
the attendance in the collegiate department doubling in the succeeding five years 
as a consequence of his energy and tact. He was succeeded by Rev. J. L. Good- 
knight in 1890. In addition to the usual college courses the university offered courses 
in theology, law and business, but their success did not warrant their continuance. 
The courses in fine arts and music became permanent features of the institution. 
A preparatory department has also been maintained. The universit}'' has met 
with good patronage and has escaped many of the misfortunes of the small college, 
although the financial problem has always been a source of anxiet3^ Its productive 
endowment is about $120,000, and its realty and equipment are worth as much. 

On April 30, 1901, the charter of the university was so amended as to change 
the name to The James Milliken University, the university becoming Lincoln Col- 
lege as a part of Milliken. This change is explained by the offer by James Milliken, 
of Decatur, of $200,000 and a site to the synods interested in Lincoln University, 
for the establishment at Decatur of an institution including industrial education, on 
condition that a similar amount be subscribed by the city of Decatur and the Church. 
The two institutions at Lincoln and Decatur were united and the conditions met 
within a year. Before the plan was fully agreed upon Mr. Milliken offered $50,000 
to the endowment fund of Lincoln College upon the condition that the citizens of 
Lincoln and Logan county .raise $25,000 for a new building. This offer was also 
accepted and the fund promptly raised. 

The corporate body in which the whole property is vested is elected by the 
patronizing synods. It elects the president of the university and the boards of 
managers of the local colleges. 

On June 11, 1901, A. R. Tajdor, Ph. D., was elected the first president of the 
James Milliken University. Dr. Taylor had served for ten years as professor of 
sciences in Lincoln University and for nineteen j^ears as president of the Kansas 
State Normal School. He devoted the first two years to the planning and con- 
struction of the new buildings at Decatur and Lincoln, and to the working out the 
plans for the college at Decatur. In 1905 J. H. McMurry became the dean and 
executive officer of Lincoln College. 

The first group of four buildings at Decatur was completed in 1903, and dedicated 
on June 12 by President Theodore Roosevelt. On the opening day, September 
5, 1903, candidates for admission to all of the departments appeared, so that the 
institution had no infancy in the ordinary use of that terra in connection with col- 
leges. The attendance the first year aggregated more than seven hundred. 

The college offers courses in the liberal arts, in civil, mechanical, and electrical 
engineering, domestic economy, library science, commerce and finance, pedagogy, 
instrumental and vocal music, drawing, painting, and so following. The preparatory 
department, in addition to the usual preparatory subjects, offers a large' range of 
subjects substantially identical with those offered by the best manual training and 
industrial schools. 

The President of the University resides at Decatur and is its executive officer. 



THE EDUCATIONAL HISTORY OF ILLINOIS 339 

EWING COLLEGE, AT EWING. 

(From a sketch by President J. A. Leavitt, D. D.) 

The village of Ewing is near the geographical center of Southern Illinois. It is 
an educational settlement, the college being the center of its life. 

On April 15, 1867, John Washburn opened a select school in the Frezil Prairie 
Baptist Church. On July 5 of the same year it became the Ewing High School, 
with a board of trustees. Seven years later the board took a charter as a college. 
Since then the school has been known as Ewing College. The first building was a 
small two-story brick, erected in 1869-70. Through the benevolence of Mrs. S. A. 
Wakeman, it was subsequently made a three-story building. It is now used as a 
dormitory for boys and is known as Wakeman Hall. In 1873-4 a second building 
was erected, but it was subsequently dismantled. In 1893 Willard Hall was dedi- 
cated. It is a commodious three-story building and serves the general purposes of 
the college. Two ladies' cottages have been added through the generosity of Wil- 
liam Huddleson. The organization was at first a joint-stock company, the shares 
being SIO each and each shareholder being allowed a vote for each share. These 
shares being held by local people, the school was of purely local character. To 
remedy this defect the charter was amended in the early nineties, doubling the number 
of trustees and thus rendering it possible to appoint trustees from without the State. 
• The institution at first was undenominational, but in 1877 it was transferred to 
the Baptists. It has courses leading to a B. A. and a B. S. degree, a Normal course 
for teachers, a domestic-science department and a business college and a school of 
music. 

The college has had the following presidents: Dr. John Washburn, the founder, 
nineteen years; Prof. J. W. Paten, one year; Rev. William Sheldon; J. A. Leavitt. 

ST. VIATEUR COLLEGE, AT BOURBONNAIS. 

(From a sketch bj^ E. T. Rivard, C. S. V.) 

Near the banks of the Kankakee River, about fifty-five miles south of Chicago, 
is situated the quaint little village of Bourbonnais Grove. The place itself has 
few attractions; neither the whistle of the locomotive nor the hum of the factory 
ever breaks the stillness. It is an old landmark, having been settled more than 
sixty years ago, by one Levasseur. Surrounding the village is a most fertile tract 
of prairie and the inhabitants are mostly retired farmers. The Kankakee at this 
point has cut itself a deep winding valley, through which it leisurely makes its way 
to the Illinois River thirty-five miles northwest. Dense groves line the river on 
both sides. The village stands high above the river and glimpses of it may be seen 
from the distant trains of the Illinois Central Railway. 

In 1865 Rev. Father Gati, the pastor of the people of Bourbonnais Grove, made 
application to the Provincial of the Community of St. Viateur, in Canada, for teachers 
for their children. In the summer of the same year three members of the order 
arrived from Canada and arranged for the erection b}^ the parish of a parochial 
school building. One, Father Beaudoin, was appointed pastor of the village church, 
and the school was taken in charge by Father Thomas Roy. 



340 THE EDUCATIONAL HISTORY OF ILLINOIS 

Four vears later, the school having prospered, Father Ro}^ determined to found 
a college. The comer-stone was laid on the 30th of April, 1869. He was thus its 
founder and became its first president. He was a bom ruler, }^et of so mild a dispo- 
sition that he won the hearts of all. But the severity of the labors incident to his 
enterprise broke him down and he was obliged to retire at the end of ten years of 
intense labor. The beautiful chapel, erected by the alumni, is a fitting memorial 
of the devoted priest and of his untiring zeal for education. 

In 1874 the college was invested with the power of a university. The faculty 
is composed mainly of members of the Community, who devote their time exclusively 
to teaching. To favor still more the success of the body in America a novitiate was 
opened in 1882 b\^ the Superior of the United States. From this house the univer- 
sity obtains many teachers. The courses taught are commercial, classical, scientific 
and theological. The professors and students form one family under one roof. It 
is the onl}^ Catholic boarding college for boys in the archdiocese of Chicago. 

On the death of Rev. Thomas Ro}^ C. S. V., he was succeeded b}^ Rev. M. J. 
Marsile, C. S. V., who held the place for nearly thirty years, and was succeeded by 
Rev. John P. O'Mahoney, C. S. V. 

ST. IGNATIUS' COLLEGE, AT CHICAGO. 

(From a sketch by President Henr}' J. Dumbach, S. J.) 

St. Ignatius' College is so interestingly unique that it merits more space than 
can be allotted to it here. It is a type of the wonderful schools established by the 
Society of Jesus, which had its origin in 1540, and which became the main instrument 
of the counter-Reformation movement. 

"St. Ignatius' College is a gymnasium, one of those mental training schools 
which have been proven by a long experience to be the best educators and are con- 
firmed as such by the present strong reaction setting in on all sides in favor of the 
humanities. Its object is not to train specialists, but to prepare students for 
eminence in that department of life into which his maturer mind will lead him, 
whether towards a commercial calling or a further preparation for a scientific or 
professional career. 

" As a means to attain this happA' result she has no uncertain guide. The ' Ratio 
Studiorum,' or Method of Studies, is the matrix in which the Jesuit courses, the 
world over, have been moulded. This earliest of Normal books, the result of one of 
the greatest, the most deliberate, and most exact psychological studies that have 
ever occurred in the world's history, has, up to the present, in great part been mis- 
understood by educators throughout this country. Writers adverse to the Society 
of Jesus, and one especiall)^ whose works are text-books, have attributed many of 
its good qualities to others, have misstated parts, and so distorted its precepts 
generally that those who know the ' Ratio ' best could never recognize it in these 
descriptions but for the name. A recent work in Scribner's Great Educator Series, 
'Loyola, or the Educational System of the Jesuits,' has cleared away many of these 
mistakes, and will doubtless go further in making the subject understood. 

"He who knows the 'Ratio' understands the main features of every Jesuit col- 



THE EDUCATIONAL HISTORY OF ILLINOIS 341 

lege, while he who has not mastered that little volume can hardly comprehend the 
methods of one of them. ' ' 

The college has strictly adhered to the ' Ratio, ' although it has no endowment. 
It relies upon its tuition fees, and its building was erected by small contributions. 

"The causes that led to the opening of a college here are long to seek. They 
flow from all sides, from remote as well as recent dates, each contributing its quota 
without which the others would be insufficient to produce the result. Ordinary 
chroniclers would mark September 5, 1870, as the day of its inception. Its doors 
were then opened to welcome its first students. Others who study the history of 
education in men rather than in buildings would begin their narration with the arrival 
in Chicago of the Rev. Arnold Damen in 1857. For thirteen years this famous 
missionary and educator labored here in building up a whole circuit of efficient schools, 
until he saw in them material for a college, waiting, as ripened grain, to be gathered 
in by him. He was president of the college during the first two j-^ears. 

"But there was a Jesuit in Chicago before 'Father' Damen. James Van de 
Velde, S. J., was called by obedience in 1848 to occupy the episcopal see of Chicago, 
its second bishop. The change in condition made no change in the character of 
his life. As bishop not less than as a simple Jesuit he devoted himself to the foster- 
ing of education as well as religion. 

"Others would find the origin of St. Ignatius in the dim border region between 
the seventeenth and eighteenth centuries. In 1670, just two hundred years before 
the present college was opened, the great Marquette received orders to establish the 
missions of Illinois. The works he then set on foot were sustained by his religious 
brethren after his death, and these missions, especially that of Kaskaskia, grew and 
flourished and became for a time the most successful in the West. Did the mission- 
aries establish a college at Kaskaskia? Tradition sa^^s 5'es; but history is silent or 
answers only in a faint whisper and is not heard. If they did, as I think not improb- 
able, we may claim for Illinois not only the first college in the West, but one of the 
very earliest in the United States." 

" The memory of the pioneer missionaries of the Mississippi Valley exercised no 
little infiuence in bringing the sons of Loyola, of later date, into the same field. These 
could not help looking upon that land as blessed which had been hallowed by the 
labors of so many men who ever aimed at and realized in themselves the high ideals 
after which they were still to strive and struggle." 

The college was built in 1869, received its charter with power to confer university 
degrees in 1870, completed its building in the third school year, and in 1895 was 
obliged to build an additional building to accommodate its students. It has devel- 
oped an admirable and most carefully selected librar}^ a very valuable museum and 
cabinet of natural history, and has collected the instruments for the equipment of 
its laboratories. 

A commercial course is maintained mainly for the inculcation in our future 
business men such Christian doctrine as will make for their betterment as citizens. 
The course is regarded as a concession to the needs of the time and confers no degree. 

The maintenance of the classical course is the dominant purpose of the college. 
It is here that the methodical procedure of the "Ratio" is followed with scrupulous 



342 THE EDUCATIONAL HISTORY OF ILLINOIS 

exactness and where one may find displayed the comprehensive plan of the founder 
of the system for the evolution of the completely educated man of the type involved 
in the ideal. In the presence of this elaborated scheme our modem college courses 
show to a seeming disadvantage. A study of its catalogue is especially commended 
to our readers. 

As might be expected from the stress laid upon moral and religious training the 
college has never been disturbed b}^ those unmannerly disorders that have shamed 
so man)'- of our higher institutions of learning. In addition to the members of the 
student body belonging to the Catholic communion there is alwaj's a large repre- 
sentation of Protestant students, as there was in the great days of the Jesuit schools 
of the seventeenth, eighteenth and nineteenth centuries in Europe. 

At the time of the great fire in the city this school, like many others, changed 
from a school to a relief station. "In the first three days of suffering 8,000 
persons are said to have been fed and one -tenth as many clothed. The 
orphans of the diocese, whose asylum had been destroyed, lived here for about 
two months." 

In 1895 the college had so large a patronage that more room became a 
necessity. It was decided to purchase a larger tract of land and thereupon 
erect an additional college. 

EVANGELICAL PROSEMINARY, AT ELMHURST. 

(From a sketch by President Irion.) 

Elmhurst College is a boarding-school with three buildings and a campus of 
twenty-nine acres. It was organized in 1870 under a charter of the church corpora- 
tion of earlier date. It is one of the schools of the German Evangelical S3'nod of 
North America. It was formally opened January 17, 1871, in temporary quarters 
in Evansville, Indiana, and removed to its present location in December of the 
same year. 

The college is without endowment, but receives material help from the Eden 
Publishing House at St. Louis, which belongs to the church. It receives assistance 
from the various congregations of the Evangelical Synod, also, and these sources of 
revenue, with the addition of the tuition fees, serve to sustain it. 

The college offers two courses — a classical course and a Normal course. The 
former course prepares young men for admission to Eden College, the theological 
seminary of the church, at St. Louis. It is on the accredited list of the University 
of Illinois, where its graduates are admitted on their diplomas. The latter course 
prepares 5'oung men for teaching in the parochial schools of the church. Its grad- 
uates are given a certificate to teach in such schools. 

It has graduated more than six himdred and most of them engage either in the 
ministr}^ or in teaching in the schools of the church. 

Rev. C. Kranz was the first president, 1871-5. His successors have been Rev. 
F. Ph. Meusch, 1875-80; Rev. P. Goebel, 1880-7; Rev. D. Irion, D. D., 1887. The 
members of the faculty generally have been connected with the college for many 
years. The libraiy has 3,000 volumes. 



THE EDUCATIONAL HISTORY OF ILLINOIS 343 

CARTHAGE COLLEGE. 

(From a sketch by Rev. F. L. Sigmund, D. D.) 

Carthage College was organized in 1870. Articles of incorporation were taken 
out by a stock company of the citizens of Carthage, the amount of stock to be limited 
to $300,000. A campus of seventeen acres was purchased and a three-story brick 
building was erected in 1870-1. Meanwhile a classical school was opened in rented 
rooms and school was opened on September 5, 1870, under the management of 
Prof. L. F. M. Easterday. This marks the official beginning of the college. 

But colleges do not spring spontaneously from the organization of stock com- 
panies, as it is easy to find investments which yield a larger financial return. Like 
all of the institutions that have thus far been considered, it was the child of the 
Church. What would have been the condition of higher education in Illinois but 
for the zeal and self-sacrifice of religious denominational bodies? 

" This institution is conducted under the auspices of the General Synod of the 
Evangelical Lutheran Church in the United States. Two previous efforts had been 
made by this branch of the Lutheran Church to establish an institution of higher 
education in Illinois, one at Hillsboro and one in Springfield. The school at Hills- 
boro was chartered in 1847 under the title of ' A Collegiate and Theological Institute 
of the Far West, ' but it was more generally known as the Hillsboro College. In the 
spring of 1852 this institution was removed to Springfield and the name was changed 
to Illinois State University. On account of financial difficulties, however, the work 
of the university was discontinued some time in 1867 and the property was sold a 
few years afterward. 

" This left the English-speaking Lutherans of Illinois without an institution for 
the education of their children for the training of the ministry. Accordingly a meet- 
ing of commissioners from various synods connected with the general synod, and 
located west of Indiana, met in Dixon, Illinois, in 1869 to plan for the establishment 
of another institution. Upon recommendation of this conference commissioners 
were appointed by the various synods interested, with full power to act. These 
commissioners met in Carthage, Illinois, in December, 1869, and accepted the 
proposition of the citizens of that town." 

The following persons have served as presidents of the school: Rev. David H. 
Tressler, Ph. D., 1873-80; John A. Kunkleman, D. D., 1881-3; J. S. Detweiler, D. D., 
1883-4; Edward F. Bartholomew, D. D., 1884-8; Holmes Dysinger, D. D., 1888-95; 
John M. Ruthrauff, D. D., 1895-1900; Frederick Sigmund, D. D., 1900-9. 

As indicated above, the first president was elected in 1873. The control of the 
school remained in the hands of the original commissioners until 1880, when a majority 
of the stock was transferred to the synods interested, who assumed control of the 
institution and have since managed its affairs. 

The list of presidents indicates frequent changes in the management. Such a 
policy is fatal to the best interests of an institution. During the seven years of the 
presidency of Dr. Tressler the college was prosperous. His untimely death was a 
blow to the ^^oung college. The attendance decreased and the life of the institxition 
was often in jeopardy, but a few years later a vigorous young faculty did much to 



344 THE EDUCATIONAL HISTORY OF ILLINOIS 

restore the lost repute. With the addition of other departments the attendance 
increased, although the chronic poverty of institutions of that character at that age 
was not escaped. It is the old story repeated — the right man appeared in the 
person of Dr. Dysart. 

In later 3^ears Carthage has shared with her sister institutions in the prosperity 
of the country. The academy has been strengthened and new buildings have been 
erected. At the writing of the sketch, 1906, the college embraced six departments 
of instruction; it had a faculty of seven professors and seven instructors, and a 
student bod}^ for the year of 250. 

Mr. Henry Denhart, of Washington, Illinois, has been a most liberal patron, 
contributing in twenty years more than $45,000. He has also made a conditional 
offer of $100,000. Mr. Carnegie has not forgotten Carthage in his many beneficences, 
having offered to erect a $20,000 science building. 

In 1906 a gymnasium costing $1,500 was erected. The succeeding year two 
athletic instructors, a lady and a gentleman, were added to the faculty. In 1907 
the John C. Martin Foundation added a Bible Training Department to the equip- 
ment. In 1908 the endowment was increased $200,000. In 1909 H. D. Hoover 
succeeded to the presidency. 

ST. STANISLAUS' COLLEGE. 

(From a sketch by E. G. McFadden, A. M.) 

The college was established in 1890, in Chicago, and was incorporated under the 
laws of Illinois. It is conducted by the Resurrectionist Fathers and is located on 
Division and Holt streets. It is empowered by its charter to teach preparatory and 
college branches and to confer the usual degrees. 

Its student body is exclusive!}" of the Polish race, of whom there are a great 
number in the city. Upon completion of their work in the parochial schools there 
was no institution of their race and faith to which the)^ could go for higher culture, 
so the}'- were obliged to seek it elsewhere and to the neglect of the ideas and traditions 
that are very dear to their parents. 

" The aim of the college is threefold: 

"1. To give to its students secular instruction as good as can be obtained in 
any of the small colleges in the countr}^. 

"2. To give religious instruction and maintain a standard of discipline that 
will be thoroughly Catholic. 

"3. B}' giving courses in Polish language and literature to keep alive in the 
minds and hearts of the Polish youths in America, the glorious history and unselfish 
ideal of their fathers." ■ 

It is not difficult to realize the difficulties that present themselves in the founda- 
tion of a college without a substantial endowment. Buildings, grounds, equipments 
of various kinds, all of which are expensive, the employment of teachers, etc., demand 
large expenditures. This college was obliged to depend upon the income from 
students' fees, and these, of necessit}^ were made as low as possible on account of 
the limited means of those whom the college was founded to serve. All of these 
obstacles to success were successfully met. 



THE EDUCATIONAL HISTORY OF ILLINOIS 345 

At the head of the school is Rev. John Kosinski. To him the college is indebted 
more than to any one else for its material prosperity and for the admirable spirit 
that pervades it. 

There are three courses offered to the students — the classical, the scientific, and 
the commercial. There is a well organized preparatory school and the classical 
course is four years long and consists of prescribed studies. 

" The discipline is mild yet firm. The students are required to be regular in 
attendance, and prompt and diligent in the performance of every duty assigned 
them." 

The college illustrates the close supervision and constant watchfulness of the 
faculty, both of which are in quite striking contrast with the method of the American 
school. The students are accompanied in their visits to interesting places in the city 
by one of the prefects. They are often accompanied in their games by the prefects 
and professors. A constant effort is made to develop strength, honesty and bravery. 

GREENVILLE COLLEGE, AT GREENVILLE. 

(From a sketch by Prof. C. A. Stoll, Ph. B.) 

Greenville College began its history as Almira College, being named after Mrs. 
Almira Blanchard Morse, its chief beneficiary. It was founded in 1855 as an effort 
to give to women the opportunity of higher education. Two young men of New 
Hampshire birth met as fellow students at New Hampton in their native State, 
where they were preparing for college. A life-long friendship grew up between them 
and they often discussed the injustice of den3''ing to women the liberal education so 
coveted by men. They determined to use their united efforts in securing for her 
what was so unjustly denied her. 

Together they pursued their course at Brown University, graduating in 1828. 
Both began the study of the law, Mr. White removing to Greenville in 1836 and 
engaging there in practice. Two years later he accepted the presidency of a southern 
college, where he remained for fifteen years. Mr. Morse also became a teacher, but 
subsequently engaged in mercantile business, removing also to Greenville, arriving 
there in 1840. Three years later he married Miss Almira Blanchard. 

In 1854, upon invitation of Mr. Morse, Mr. White visited Greenville. What was 
more natural than that the old ideas and ambitions should be revived. The citizens 
of Greenville were cordially favorable and made generous subscriptions. Mrs. 
Morse happily came into a legacy of six thousand dollars which she at once put at 
the disposal of the proposed enterprise. This made the realization of the scheme 
possible; the natural surroundings of Greenville made it a desirable location. 

In the summer of 1855 Mr. Morse came to Greenville and entered upon the 
management. The school was founded in 1855, as has been stated, and received 
a charter two years later. In 1857 Miss Elizabeth Wright joined Mr. White as his 
wife, and devoted herself to the internal management of the school. 

It was ten years before the college building was finally completed. During all 
of this time the institution was crowded to its utmost capacity, as it was during all 
of the twenty-three years of Professor White's presidency. He had an excellent 



346 THE EDUCATIONAL HISTORY OF ILLINOIS 

corps of teachers. It was necessary to maintain a preparatory department, for the 
pubhc schools were poor and there were verj^ few high schools. This extended the 
course to six years, yet a fair percentage completed the course. It was also an 
important social factor in the life of the community. Professor "White was peculiarly 
fitted for such an enterprise and was extremely popular. He was absent for two 
years in war time, serving as chaplain in an Illinois regiment, and Rev. D. P. French 
took his place. 

In 1870 grave business reverses came to Mr. Morse and he removed from the 
State. A debt that the school had carried since the completion of the building was 
a grave embarrassment, although the school had been prosperous. Moreover, Pro- 
fessor White was broken in health because of his army service, and the school was 
sold to Mr. James P. Slade and Mrs. Florence K. Houghton, who conducted it until 
1892, when it passed into the hands of the Central Illinois Conference of the Free 
Methodist Church to be used as a co-educational institution. 

Rev. W. T. Hogue became president under the new management. A number 
of new departments were added to the course of study. Several bequests have fallen 
into the lap of the school, so that it has been quite well provided with means of sup- 
port. In 1903 President Hogue retired and was succeeded by Rev. A. L. Whit- 
comb. Additional buildings being needed, the friends of the school ralHed to its 
support and furnished the means for the erection of a new administration building 
and heating plant. The annual registration reaches about three hundred. 

THE UNIVERSITY OF CHICAGO. 

(From a sketch by Prof. Francis Wayland Shepardson, Ph. D., LL. D.) 

" During the years 1857 to 1886 there was in the city of Chicago what was called 
the University of Chicago, an institution founded by the Hon. Stephen A. Douglas, 
who earnestly hoped that the principal city of his State might become the seat of 
a great institution of learning. Financial difficulties surrounded this university 
almost from its inception, and finally, after a heroic struggle of nearly thirty years, 
its trustees were compelled to close its doors in 1886, leaving behind a record of 
substantial work established, as evidenced by a Hst of alumni, many of them men 
and women of prominence in the growing city. This ' Old University, ' as it is called, 
had hardly closed its doors before efforts were begun to establish a new institution, 
freed from financial difficulties but working substantially on the lines of the old. 
When the plans for the new university were formulated, one of the 
conditions which were made by the trustees was that the alumni of the old University 
of Chicago might be recognized as graduates of the new university, if they made formal 
request for such recognition. 

" In addition to this collegiate basis in past history, there flourished between the 
years 1860 and 1892 what was known as the Baptist Union Theological Seminary, 
■ started as an adjunct of the University of Chicago, and established during the first 
years of its history just across the street from the campus of the xmiversity proper. 
The institution was located afterward in Morgan Park, a suburb about fourteen 
miles away." 



THE EDUCATIONAL HISTORY OF ILLINOIS 347 

It was understood that if the new university should become a reahty the seminary 
would be its divinity school. 

Although the new University of Chicago has no legal relation to the old toniversity 
it has at least a highly sympathetic relation. The vinhappy ending of the latter 
seemed a temporary suspension, and a conviction obtained quite generally that in some 
way it would be resuscitated and started upon a new career of usefulness. How 
can a college really die when it has a body of living alumni who are people of affairs 
in the world? Is it not more than probable that the former institution was in his 
mind when Mr. John D. Rockefeller held a conference with Prof. William R. Harper, 
of Yale University, with regard to the advisability of establishing a new college? 

It was the custom of Professor Harper to run up to Vassar for a Sunday sermon 
once in a while. It was also the custom of Mr. Rockefeller to accompany him 
betimes, and on these little journeys a common theme of conversation was the 
dreamed-of college. Many places were discussed, but their minds, after each mental 
excursion, returned to Chicago as the logical location. It was in 1888 that these 
events were occurring. The same year a movement was on in the Baptist Church 
to strengthen the hands of the educational institutions of that denomination, and 
also to establish a new college in Chicago. The organization that was to give coher- 
ence to the forces acting for these ends was the American Baptist Education Society, 
organized in Washington in May of that year. The plan of the society in inducing 
contributions was the one often fotmd to be so efficacious — the offer of a sum of 
money to an institution with the challenge to its friends to meet it with an equal 
or other specified sum. It is thus seen that this Education Society had the matter 
of the new college in hand. 

In 1889 matters began to take shape. A committee was appointed to go over 
the whole ground and report progress. Among the names of the committee are 
found such educational household words as William R. Harper, Alvah Hovels Presi- 
dent Taylor, E. B. Andrews and others whose names are less familiar to the school 
people. They made their report which was promptly adopted and the Society 
decided to go on with the enterprise. It was shortly after this that Mr. Rockefeller 
appeared with an offer of $600,000 as an endowment for the new college, on the con- 
dition that his offer should be met by a subscription of $400,000 with which to pur- 
chase land and to erect buildings. When the committee began their canvass for 
the required $400,000 they found the money coming in so fast that it soon became 
evident that it would be unwise to organize an5^thing less than a university, and 
that upon the broadest and most comprehensive grounds. Never before were such 
astonishing results realized. When the appeal was made for money to erect the 
needed building to begin with, over $1,000,000 was subscribed within ninety da^^s. 

A charter had been received from the legislature and the necessary governing 
body chosen. Dr. Harper was elected president and a suitable facult}^ employed. 
On October 1, 1892, in the simplest fashion, the doors were opened and 500 students 
flocked into the waiting halls. There was no hatmting fear of failure, for several 
millions of dollars in the way of endowment were in the strong box of the institution. 

The university was the very antithesis of all others of its kind. They had come 
to the fulness of experience of power through great tribulation and possible centuries 



348 THE EDUCATIONAL HISTORY OF ILLINOIS 

of history. It was to spring into a full equipment, or at least a very liberal one, in a 
single bound. Wiseacres shook their heavy heads with doubt. Meanwhile, the 
officials were ransacking the world wherever a university could be found and taking 
an inventory of the qualities that gave it virility, and not less of the elements that 
had become obsolete and that deserved elimination. It was a masterpiece of diplo- 
macy that accomplished such remarkable results. It might have been called the 
Eclectic University, for it selected the choicest features of all universities and 
attempted to combine them at Chicago. Moreover, it gathered choice talent from 
as wide an area as it had investigated, and thus became suddenly old and ven- 
erable in the amount of experience that it put into its faculty. 

A series of bulletins had announced the policy of the university and also had 
invited criticism. The plan of organization may be set forth in a few statements. 
It provided for three great departments: The university proper, the tmiversity 
extension, and the universit}^ publication work. The imiversity proper provided for 
a considerable number of departments and thus anticipated every interest that might 
need developing. The extension work has become so familiar as to need no exposi- 
tion here. The publication department contemplated not only the publication of 
announcements and bulletins but also periodicals and special studies, and, in fact, 
the latest utterances of members of its distinguished staff. 

That the plant might be utilized to the greatest extent possible the quarter 
system was adopted. For the further convenience of students the quarter is divided 
into halves. By this arrangement and by the adoption of a credit system based 
upon the number of studies taken instead of the years of attendance, students are 
enabled to attend for a portion of the year and engage in some earning employment 
for the rest. Further, highly capable students are able to win their degrees in less 
than the usual time. By this arrangement members of the faculty are so distributed 
about through the j^ear as to enable them to take their vacations in different years 
at different times. Service is expected for but three quarters, and if one wishes to 
work for an additional quarter so as to increase his income or accumulate a vacation 
he has that privilege. 

It is obvious that this S3'stem is a practical abolition of the class system so nearly 
universal in American colleges. As one may enter at any time so he may graduate 
at any time. This necessitates a new basis for comradeship. The author of the 
sketch is not yet prepared to pass finally upon the effect that this arrangement may _ 
have on the loyalty of the alumni. 

The details of organization and management are too complex to admit of full 
treatment in these pages. The curious may obtain the information from the univer- 
sity bulletins, or from direct communication with the proper officer. 

If one may not go to the university the universit)^ will come to him b}^ means 
of its extension department. He may engage in lecture study or in correspondence 
study. The former method is carried on by lecturers who go about from place to 
place giving courses of six or twelve lectures upon a single subject. Aids to study 
are supplied in the way of syllabi and small libraries and by numerous other devices. 
Methods of estimation determine the value of the work done by the students and 
credits are awarded accordingly. Twenty-five thousand people annually avail them- 



THE EDUCATIONAL HISTORY OF ILLINOIS 349 

selves of this opportunity of enlarging their culture. The work is managed through 
local centers that select the lecturers and attend to various details. 

The correspondence study department deals with individuals and may go the 
world over wherever one wishes to engage in it. Hardly a country that has not 
representatives. The annual appropriation for the support of this work is $50,000. 

An attempt was made for a time to carry out a system of class instruction in 
Chicago by sending teachers to groups assembled off the campus, but it was finally 
turned over to another department of the university. 

In more or less intimate connection with the university are the affiliated schools 
and the cooperating schools., 

The University Press is in effect a large publishing house. It publishes thirteen 
magazines, all of which are owned by the university, with a single exception. It 
makes books for others and sells books for itself. 

The property of the university mounts into the many millions. Its city campus 
contained sixty-six acres in 1906. There are, besides, the extensive lands connected 
with the Yerkes Observatory and the Morgan Park property. It is difficult to keep 
run of the endowment funds. Great buildings are always in process of erection on 
the campus. 

The principal benefactor has been Mr. John D. Rockefeller. His contributions 
aggregate something like thirty millions. Miss Helen Culver has given a million, 
as has Mrs. Emmons Blaine. In the long list of additional generous contributors 
are the names of Mr. Martin A. Ryerson, Mr. Sydney A. Kent, Mr. Charles T. 
Yerkes, Mr. Marshall Field, Mr. Silas B. Cobb, Mr. George C. Walker, Mrs. Charles 
Hitchcock, Mrs. Caroline E. Haskell, Mrs. Elizabeth G. Kelly, Mrs. Mary Beecher, 
Mrs. Henrietta Snell and Mrs. Nancy S. Foster, Mr. Adolphus C. Bartlett, Mr. Leo 
Mandel, Mr. John J. Mitchell, Mr. Charles L. Hutchinson, and the trustees of the 
estate of William B. Ogden. Many of the names are associated with buildings on 
the campus which explain the disposition of their gifts. Indeed, the generosity of 
men and women that have linked their names to the university is nothing short of 
wonderful. 

In addition to the undergraduate colleges there are numerous graduate schools, 
jorofessional schools, and affiliated schools. Appropriate degrees are conferred by 
these various institutions. The President's Decennial Report, published in 1901, 
gives the histor}' of the universit}' for its first ten years. 

" The master mind of the university from the time of its inception tmtil his death 
on Jantiary 10, 1906, was that of the first president, William Rainey Har[3er. He 
advised with the founder of the institution before its establishment. He was one 
of the committee of nine which outlined its scope and plan. He forecast its develop- 
ment in a remarkable series of preliminary publications. He was a member of the 
board of trustees for fifteen years. He was a prime factor in the raising of funds 
for buildings and grounds. He selected the faculty, personally investigating the 
qualifications of each insti-uctor. He guided the work of administration with remark- 
able power, keeping in close touch with details in a surprising way. He rendered 
the teaching service of a full professor. He was wonderfully fertile in plans for the 
development and enlargement of the institution. His personality dominated the 



350 THE EDUCATIONAL HISTORY OF ILLINOIS 

tmiversit^^ winning respect everywhere and inspiring a devoted allegiance and 
enthusiasm on the part of his colleagues which was the wonder of the educational 
world. To his masterful mind, his industrious activity and his stimulating leader- 
ship the accomplishments of the university are largely due." 

After a period of some months during which the imiversity was under the man- 
agement of Dr. Hany Pratt Judson, Head Professor of Political Science and Dean 
of the Faculties of Arts, Literature and Science, on Februar}^ 20, 1907, Dean Judson 
became President Judson. 

Since the beginning of President Judson 's administration the university has 
moved forward in its development in too man}^ ways to be recounted here. All that 
is attempted in this brief sketch is to indicate how it sprang into splendid power and 
stature in a few years under the magic touch of a man who was willing to give it 
monev and of another who had the genius to utilize that money in a wise wa}'. The 
histor}' of this, the youngest of all of the gi-eat tmiversities of the cotmtry, demon- 
strates that it is not necessary to wait for centuries in order that a great center of 
ctilture and influence shall slowly evolve. 

NORTHWESTERN UNIVERSITY, AT EVANSTON. 

(From a sketch by Prof. Arthur Herbert Wilde, Ph. D.) 

The first overt act in the founding of Northwestern University was a meeting 
of a few gentlemen at the office of Grant Goodrich, Esq., in Chicago, on May 21, 
1850. A committee of five was appointed b}^ this company to prepare a charter 
for the incorporation of a uni^'ersity to be located in Chicago and to be under the 
control and patronage of the Methodist Episcopal Church. This committee was 
also directed to memorialize the Rock River, Wisconsin, Michigan and Northern 
Indiana Conferences of the Church to take part in the government and patronage 
of the university. The meeting also appointed a committee of three to ascertain 
what could be done in the collection of funds for the furtherance of the enterprise. 

The charter reported by the committee received the sanction of the legislature 
January 28, 1851, and was accepted by the trustees on June 14. 

In 1851 a plan of organization was agreed upon, one feature of which \A'as the 
appointment of an executive committee in which was the greater part of the admin- 
istration of the affairs of the imiversity. 

In 1853 the work of securing an endowment began to be worked out. The plan 
adopted we have seen attempted in some of the other colleges that have claimed 
attention. It was proposed to secure $100,000 from the sale of perpetvial scholar- 
ships at $100 each and a second $100,000 by subscription. One-half of this fund 
was to be expended for groimds and buildings and the other half was to be set apart 
for the pa}'ment of the faculty. 

In 1853 the executive committee purchased three htmdred and eighty acres of 
land tweh'e miles north of Chicago. A portion of this tract is now used for the 
tmiversity campus and the rest of it constitutes a portion of the city of Evanston. 
The executive committee had previously purchased a lot on the northwest comer 
of La Salle^street and Jackson boulevard, in Chicago. These were wise purchases, 



THE EDUCATIONAL HISTORY OF ILLINOIS 351 

for they have constituted the major part of the university endowment and have 
rapidly increased in value. 

The trustees adopted a liberal policy with regard to the Evanston property, 
believing that the best way to enhance the value of the lots was to assist in building 
up the town. It retained a portion of every block to be leased and sold the rest at 
the best prices available. It was expected that a large endowment would result 
from its land investment, but in that particular there has been a grave disappoint- 
ment. 

The first faculty was organized in June, 1854, with Dr. Clark T. Hinman as 
president and professor of moral philosophy and logic, and a faculty of three addi- 
tional professors, one of whom did not assume the duties of the position to which he 
had been elected. President Hinman died after a few months of service. 

The curriculum included three courses — a classical, a scientific, and an elective 
course. 

The first thought was to build a building in the city, but it was determined in 
1855 to erect a frame structure in Evanston. The opening to students occurred 
on November 5, 1855. Randolph S. Foster was elected to the presidency in 1856. 
In the same year Professor Bonbright was appointed Professor of Latin ; he served 
the institution for more than fifty years. 

In 1856 the -university began its policy of assimilating other institutions for the 
purpose of granting degrees. Rush Medical College and Garrett Biblical Institute 
were the first institutions that were invited to join the university. 

The following list records the names of the presidents with their terms of service : 

Clark T. Hinman, 1853-4; Randolph S. Foster, 1856-60; Henry Sanborn Noyes, 
vice-president, 1860-8, acting as president; David H. Wheeler, acting as president, 
1867-9; Erastus O. Haven, 1869-72; Charles H. Fowler, 1872-6; Oliver Marcy, act- 
ing president, 1876-81; Joseph Cummings, 1881-90; Henry Wade Rogers, 1890-1900; 
Daniel Bonbright, acting president, 1900-2; Edmund James, 1902-4; Thomas F. 
Holgate, acting president, 1904-6; Abram Weingardner Harris, 1906. 

The leading benefactors of the university have been Dr. John Evans, William 
Deering, Orrington Hunt, Mr. D. K. Pearsons, Mr. J. B. Hobbs, Mr. D. D. Fayer- 
weather, Mr. G. S. Swift, Mr. Edward F. Swift, Mr. M. H. Wilson, and Mr. Charles 
E. Slocum. Trustees, members of the faculty and other friends have made many 
gifts to the institution. 

In 1855 the charter of the university was so amended as to free the institution 
from taxation of its property. This was a matter of the greatest importance, for 
otherwise the taxes upon its unproductive property would be a grave financial bur- 
den. Attempts of the mimicipalities to collect taxes were resisted by the tmiversit}'', 
but the Supreme Cotirt of Illinois held against it. An appeal was taken to the 
Supreme Court of the United States and that tribunal sustained the contention of 
the university. 

The miiversity has been coeducational since 1869. In 1873 the Evanston College 
was absorbed. Miss Frances Willard was the Dean of the Woman's College until 
her resignation in 1874. 

Up to 1869 the University consisted of the College of Liberal Artsand the Pre- 



352 THE EDUCATIONAL HISTORY OF ILLINOIS 

paratoT\' School. In 1871 a ci^'il engineering course was established and three 
years later a school of technology, btit they were not successful and after a few 
years were abandoned. In recent years a technological coiu'se of two ^•ears has 
been offered. 

Little effort has been expended in the deA-elopment of a post-graduate depart- 
ment. It has been deemed Aviser to center the enei'gies of the faculty upon under- 
graduate weirk. Pi-esident Rogers started an interest in that direction and it has 
gained steadily, but the ntunber enrolling has never been large. 

The Northwesteni University Medical School was first organized as the Medical 
Department of Lind Universit}", A\hich A\'ill be remembered as the forerunner of the 
Northwestern. Certain nuitual obligations and concessions characterized the rela- 
tions of the school to the uni^•ersit^' and the connection continued until the trustees 
found themseh-es unable to fulfill a contract that had been made with reference to 
the erection o{ a building for the Medical School. In consequence the contract was 
abrogated in 1863 and the medical facult>' undertook the continuance of the school 
as an independent enteri">rise. A building M-as erected on State street near Twent}''- 
second, a.nd the school A\'as incoi^porated under the name of the Chicago Medical 
College. In 1889 it became necessary to change the location and an arrangement 
was again made with the XortluA-estern Universit>' In^ A\-hieh it became an autono- 
mous department. 

The College of Law has had a somewhat A*aried career. It first became the law 
department of the old Uni^-ersit}' of Chicago through a gift of 15,000 in 1859 by 
Hon. Thomas Hoyne. Hon. Henry Booth, LL. D., was the first dean of the school 
and continued in that capacit}' for more than thirty >-eajs. Hon. HarA-e>' Bostwick 
Hiu'd, LL. D., served the school almost continuously as professor for more than 
fort)- yeare. 

In 1873 it passed imder the joint control of the Northwestern University and the 
Universit>- of Chicago under the name of the L^nion College of Law. As the Uni- 
versity of Chicago passed out of existence in 1886 the college was half-orphaned and 
in 1891 became a department of the Northwestern Uni\'ersit}-. 

In its long career of .half a centiuy it has pla)'ed a conspicuous part in the legal 
education of young men. Man>- eminent men haA-e been connected with the school 
as students, teachers and members of the board of tmstees. Among the names are 
foimd those of Hon. John M. "Wilson, Hon. Lyman Trumbull and James L. High. 

In 1892 a marked ad\'ance was made in the extensioii of the qun-iculum, the 
lengthening of the coin-se and the improvement of the method of teaching. 

In 1891 tlie Illinois College of Pharmac)- became a department of the imiA-ersity. 
As carl)- as 1886 the execiitive committee had taken action with regard to the estab- 
lisliment of such a school. It had from the first the most extensiA'e equipment of an}^ 
similar school in this countrw It began its work on the southwest conier of Lake 
and Deai'born streets ui Chicago. In six years it outgrew its quarters and removed 
to the Universit}' Medical Building at 2421 Dearborn. It again became too large 
for its quarters and removed to its present quarters in the University Building, 
Lake and Dearborn. 

The selux^l took the lead of all schools of pharmac>' in the country in the intro- 



THE EDUCATIONAL HISTORY OF ILLINOIS 353 

duction of laboratory methods of instruction. It now employs a large teaching force 
whose entire time is devoted to the school — a condition not existing in any other 
such school in the countr}^ It is the largest of all -university schools of pharmacy 
and second in attendance of all pharmacy schools. The course of study is too 
extended to find space in these pages. 

The Northwestern University Dental School is the successor of the University 
Dental College, which was organized under a charter from the State in 1887. 
An an-angement was effected with the university and the medical college by 
which a part of the insti-uction in the dental school was cared for by those 
instittitions. 

The college was situated near the medical college. Three years of seven months 
each were required for the completion, and as no other school was so exacting in its 
demands it secured but few students. Although this requirement was modified, still 
the patronage was insufficient to maintain the school and at the end of the school 
year of 1891 the faculty resigned. This event opened the way for the organization 
of a dental department of the uiiiversity, so the old college was reorganized and 
assimilated by the university. Later the Medical College of Dental Surgery was 
consolidated with the Universit}^ Dental College and in 1898 the Northwestern 
Dental School represented the two. It is now housed in the New University Build- 
ing — the old Tremont House. 

The School of Music became a department of the university in 1876 imder the 
management of Oren E. Locke. The school was for several years a prosperous enter- 
prise, but a decline began about 1887, and in 1891 Mr. Locke resigned. In the same 
year the school was reconstructed by Mr. P. C. Lutkin, who greatly expanded the 
scope of the school and added highly capable teachers to the corps of instructors. 
Two years later the school was still further enlarged and a choral society of students 
organized. 

In 1897 the Music Hall was completed, the faculty numbered fifteen teachers, 
and the school had become very prosperous. A preparatory department is main- 
tained in which the students of the School of Music have an opportunity to 
acquire skill by a system of practice teaching after the manner of the best Normal 
schools. 

Like many of its kindred institutions the imiversity has maintained a preparatory 
department. For the larger part of its history the academy on the campus was the 
only one. It was here that the eminent Herbert Franklin Fisk, D. D., LL. D., 
served so efficiently for thirty-one years and thus made for himself a conspicuous 
place in the annals of secondar}^ education in Illinois. In 1901 the imiversity acquired 
Grand Prairie Seminary, at Onarga, and two years later the Elgin Academy. These 
schools are feeders of the university. 

The School of Oratory is the outgrowth of the work of Prof. Robert McLean 
Cumnock. It occupies a building on the campus that was provided for the depart- 
ment through the liberality of Mrs. G. F. Swift, of Chicago. 

To furnish instruction for women in the science and practice of medicine the 
Woman's Medical School of Chicago was made a department of the imiversity in 
1892. After ten j^ears of life it was abandoned. 

23 



354 THE EDUCATIONAL HISTORY OF ILLINOIS 

PROFESSIONAL AND TECHNICAL SCHOOLS ON A PRIVATE 

FOUNDATION. 

THE Mccormick theological seminary. 

(Condensed from a sketch b}^ Miss Kela B. Parker.) 

This institution was first a theological department of Hanover College, Indiana. 
It was opened in the spring of 1830, when Rev. John Matthews, of Virginia, began 
his work with two students. In 1840 it was removed to New Albany, Indiana, 
where an endowment became available through the generosity of Mr. Elias Ayres, 
who gave $15,000 to the struggling institution, which was subsequently called the 
New Albany Theological Seminary. In 1856 it was removed to Chicago, where 
Cyrus H. McCormick had tendered an endowment of $100,000. It was granted a 
charter by the Legislature of Illinois on March 21, 1857, under the name of the 
Presbyterian Seminary of the Northwest. After a recess of two years the seminary 
was reopened on the 1st of September, 1859, under the supervision of the Assembly, 
to. which it had been transferred as a final settlement of the difficulties which it had 
encountered because of the slavery question. In 1886 the name was changed to 
the McCormick Theological Seminary of the Presbyterian Church, in honor of the" 
man whose generosit}'' has enabled it to attain so marked a degree of success. The 
contributions of Mr. McCormick and his family had amounted to nearly or quite 
two millions of dollars. Others have also made generous contributions. Among 
them are Messrs. People and Ridgeway, of Evansville, and Tuthill King, of Chicago. 
In 1905 the first president of the institution was elected — Rev. James G. K. McClure, 
D. D., LL. D. The whole number of graduates approximates 2,000. 

As incentives to study, special fellowships have been donated. Among these are 
The Bernadine Orme Smith Fellowship, established by Col. Dudley C. Smith, of 
Bloomington; The Nettie F. McCormick Fellowship, by herself; The T. B. Black- 
stone Fellowship, by Mrs. Blackstone. 

Six buildings are occupied by the seminary. The above statements need no 
commentary as they indicate very clearly the good fortune that has come to the 
institution. 

THE UNION BIBLICAL INSTITUTE, AT NAPERVILLE. 

(From a sketch by Professor Gamertsfelder.) 

This is the main divinity school of the Evangelical Association. It is under the 
supervision of the General Conference, the supreme legislative body of the Church. 
It was incorporated on the 15th of March, 1873. 

Twelve States and Canada have conferences that are represented in the cor- 
poration. The representatives of these conferences raise the finances and appoint 
the faculty. 

The active work of the institute began in the fall of 1876. Bishop J. J. Esher 
was the first principal and served three years. He was succeeded in 1879 by Rev. 
Reuben Yeakel. Upon his retirement in 1883 Bishop Esher was again appointed 
and served until 1891. He was succeeded by Bishop Thomas Bowman. 



THE EDUCATIONAL HISTORY OF ILLINOIS 355 

CHICAGO THEOLOGICAL SEMINARY, AT CHICAGO. 

(Fro:n a sketch by Dean George H. Geberding.) 

This institution was established to train a ministry to preach the old faith of the 
Fathers in the language of their children. The man who was raainly responsible for 
the movement that resulted in the founding of the seminary was Dr. W. A. Passa- ■ 
vant, of Pittsburgh. After a quarter of a century of persistent effort he persuaded 
the General Council of the Evangelical Lutheran Church to undertake the enter- 
prise. This was done in 1869. But the " Great Fire" and other unfortunate con- 
ditions delayed the beginnings so that the seminary was not fully opened until 1891. 

It began without buildings or endowment. A mission chapel was rented and 
the start was made. From that simple beginning the institution has won its way 
to the possession of a number of buildings upon which there are no embarrassing 
mortgages and which are worth $175,000. Three years are required to complete 
the course. A correspondence school for non-resident pastors enrolls a hundred 
pupils a year. There are special courses in Pedagogy, Sundaj^-school Work, Elocu- 
tion, Architecture, Church Music and Hymnology. 

The number of students is increasing every year and endowments and new 
buildings will be provided soon. 

ARMOUR INSTITUTE, AT CHICAGO. 

(From a sketch by Victor C. Alderson.) 

Armour Institute is the product of the philanthropic spirit of Philip D. Armour. 
The organization of such an institution was suggested by the work which had been 
accomplished by his brother, Joseph F. Armour, in the establishing of the Armour 
Mission, on Thirty-fifth street in Chicago. 

It is more than a quarter of a century ago that a little mission Sunday-school 
was located near where the Institute now stands. Joseph F. Armour became warmly 
interested in this enterprise and under his fostering care it grew rapidly and in a 
little while larger quarters became a necessit}''. They were secured on State street, 
but Mr. Armour determined to make of the school a permanent institution. He 
therefore erected a building for its use on the southeast corner of Thirty-third street 
and Armour avenue. The building was especially designed for the Mission and was 
therefore designed with regard to its needs. It was opened for occupanc}' on the 6th 
of December, 1886. As an endowment for the support of the Mission, Mr. Armour 
erected a block of apartment buildings containing 213 flats, near the Mission, and 
secured a charter under the laws of Illinois incorporating the management under the 
name of Armour Mission. In his will he bequeathed $100,000 to the Mission. 

In the meantime, Philip D. Armour, an older brother, had become warmly inter- 
ested in the work which his brother had begun. He soon became convinced that the 
work of the Mission should be so extended as to prepare young men and j^oimg 
women for better self-support by affording them an opportunity for technical edu- 
cation. To that end he erected a building at the southwest corner of Armour 
avenue and Thirty-third street and formed a governing corporation under the name 
of Armour Institute of Technology. The board of trustees is the same as that 



356 THE EDUCATIONAL HISTORY OF ILLINOIS 

controlling the Mission. The first acquired propert}- is held by the Mission and the 
last by the Institute. The Institute was opened for classes in September, 1893, 
with the distinguished Rev. Frank W. Gunsaulus, D. D., as president. The first 
board of triistees consisted of Philip D. Armour, J. Ogden Armour, Philip D. Armour, 
Jr., John C. Black and William J. Campbell. 

The following is the organization of the Institute at its opening in 1S93: 

1. The Technical College, including courses in mechanical engineering, electrical 
engineering, library economy, and architecture, the latter being managed in con- 
nection with the Art Institute. 

2. The Scientific Academy, which prepared students for the college. 

3. The Associated Departments of Domestic Arts and Sciences, Commerce, 
Music, and Kindergarten Normal Training. 

In 1896 the Department of Library Science removed to the University of Illinois, 
the Department of Commerce was discontinued, and a course in civil engineering 
was added to the Technical College. 

In 1900 the Kindergarten Department was separated from the Institute and 
became an independent school in the center of the cit}-. The following }-ear the 
same plan ^■\'as followed with regard to the Departments of Domestic Arts and 
Sciences and of Music. 

In 1901 the tntstees decided to admit no more girls, but permitted all in attend- 
ance to complete the course if they so elected. The same }'ear a course in chemical 
engineering was added to the college cotn-ses, and the name of the Technical College 
was changed to that of the College of Engineering. With the beginning of the 
succeeding year two important additions were made to the ^^'ork of the institution. 
In October, evening classes in engineering were organized for the benefit of }'oung 
men who were unable to attend at an}' other time. This proved to be a most suc- 
cessful innovation, as 254 students enrolled for the first term and the number was 
materially increased the winter term. The second addition was an extension of the 
privileges of the college to those who could not attend at an}^ time, by co-operating 
with the American School of CoiTespondence in such a way as to use the members 
of the facility in aiding students through coiTespondence. 

The first class was graduated in 1897. The institutioa has had a stead}- gi-owth 
and now ranks most honorabl}" among the schools of its kind in this cotmtr}-. Its 
financial prosperit}' is indicated b}- the fact that in 1903 the assets of the Institute 
and the Mission aggregated more than four millions of dollars. The buildings have 
been constructed tuider the intelligent supervision of the eminent president, who 
has been resolute in seeming the best quality of instruction. He has realized that 
in order to accomplish that end he must be gtiided b}' sound pedagogical principles. 
These principles are exemplified in the constructing and arrangement of the rooms 
and their apparatvis. The advantages of the class-room instruction and of the shop 
instruction are tmited. 

Dr. Gunsaulus has been for years in the thick of the life of the great city. He 
was ne\-er satisfied imtil he had planted a great church in the doM-n-to^-^m district, 
near the hotels and placesjof business. Thousands of eager listeners crowd the vast 
Auditoritim on the Sabbath. Actuated b}' the same spirit in its relation to the 



THE EDUCATIONAL HISTORY OF ILLINOIS 357 

industrial life of the city, he was not content until he had a school whose purpose 
was the better equipment of the man who must work and that was located where it 
heard the din of traffic and the call of the mill. When Mr. Armour was moved to- 
contribute to the bettering of the industrial conditions Dr. Gunsaulus was ready to 
join hands with him and to work out the details of a practical scheme. The early 
plans aimed at providing such technical instruction as was afforded nowhere else 
in the city. This idea explains the organization of the Departments of Library 
Science and of Domestic Arts and Sciences. The Institute was certainly an educa- 
tional experiment station. The school of library science was then a novelty. It 
was assumed that there were superior ways of managing a library and the purpose 
of the school was to discover that way and then to teach it to those who were seeking 
work of that character. Its success was so marked that in two years the University 
of Illinois took it over. Similarly the classes in cooking, sewing, dressmaking and 
millinery were radical departures. They, too, were immediately successful. As 
soon as their practicability was established they were made separate schools and 
sent down town. All of the time there had been a strong inclination toward engineer- 
ing, and in 1901, as has been stated, the Institute decided to limit its work to that 
particular field. By 1903 the institution was thoroughly organized for its special 
work. Since then it has gone forward with characteristic energy. It has made its 
contribution to the comjDosite life of the city and that contribution has been a notable 
one. Large numbers of young men who would have been condemned to rely for a 
livelihood upon the labor of their untrained hands have, through the ministry of 
this noble school, noble in its conception and in its administration and achievement, 
become leaders in our modern scientific-industrial life. 

LEWIS INSTITUTE, CHICAGO. 

(From a sketch by Prof. C. W. Mann, A. M.) 

The Lewis Institute was opened for students on September 21, 1896. It was 
founded upon a bequest by Allen C. Lewis. Mr. Lewis came to Chicago in the 
early fifties and engaged in the land business, in which he acquired a fortune. His 
fortune was greatlj'' increased in 1875 by an inheritance from a brother, John Lewis. 
Some two years later Mr. Allen C. Lewis died, leaving his estate to certain designated 
persons who were to permit it to increase in value until it should reach $800,000, 
when it was to be used for the purposes indicated in his will. 

Mr. Lewis was an invalid for several years preceding his death. Although quite 
well known in Chicago his plans were kept to himself while he quietly and efficiently 
perfected them. In the later seventies there were but three superior technical 
schools in this country and all were in the East. That there was a demand for such 
institutions was indicated by the fact that some of the loniversities and colleges in 
the West were beginning to announce courses in answer to the evident needs of the 
time. Frequent reference to such an institution for Chicago had appeared in the 
public press and the hope was expressed that some man of means would be induced 
to supply the funds for such an enterprise. It appears that the project was a favorite 
one with the brothers and it was assumed that it was their purpose to imite their 
accumulations and devote them to this philanthropic end. 



358 THE EDUCATIONAL HISTORY OF ILLINOIS 

The plan of Mr. Lewis as indicated in his will was to unite upon a single founda- 
tion four connected institutions. The immediate purpose was the establishment 
of a school that should enable young men and j^oung women to so increase their 
efficiency as to make their services of greater value to the community and, of conse- 
quence, to themselves. To this end a night school of suitable character Was to be 
established. A second feature of his plan was the furnishing to the general public 
a library and reading room and also a course of public lectures, the character of which 
was to be determined by the needs of the community. The crowning feature of the 
gift was to be a thoroughly equipped school of technology, to be established as soon 
as the estate should increase to such dimensions as to make the plan feasible. Since 
he left some $550,000 it is obvious that the desire of the donor would be actualized 
within a few years after his death. 

The first trustees under the will were James M. Adsit, Henrj^ F. Lewis and Hugh 
A. White. John A. Roche and George M. Bogue succeeded respectively Mr. Adsit 
and Mr. Lewis. Mr. Bogue subsequently resigned and the remaining ti*ustees man- 
aged the estate for a time. It is a fine tribute to the intelligence of the trustees and 
to their faithfulness as well to record the fact that the property almost trebled in 
value within a few years. Upon the death of Mr. White, Christian C. Kohlsaat 
and John McLaren were appointed trustees, and as the conditions had been realized 
that Mr. Lewis ha;d anticipated, and very richly realized, arrangements were made 
to carry out the large plans of the donor. 

The board of trustees was peculiarly well fitted to execute its trust, as its members 
were men of affairs and were familiar with the needs and resources of the city. Before 
deciding upon details they carefully examined existing institutions, consulted experts, 
and informed themselves thoroughly with respect to the best methods of procedure. 
Prominent citizens were called to their assistance to help them in determining what 
the intelligent men of the city expected of the trustees. Opinions varied between 
the establishment of a trade school and of a superior polytechnic school. All tmited 
in the idea that an institution that should help young men and young women to do 
some one thing well was the main object to be kept in mind. 

Careful thought and deliberation were given to the planning of a suitable build- 
ing, and when it was completed a board of managers was selected, two of whom were 
William R. Harper and Albert G. Lane, men who were so closely identified with 
elementary, secondary and higher education as to set at rest any possible doubt as 
to the suitable organization and management of the institution. The remaining 
members of the board of managers were Oliver H. Horton, Thomas Kane, William 
J. Chalmers, Christopher Hotz, and Henry M. Lj^man. In May, 1895, the work 
was properly launched by the employment of a man peculiarly fitted for the position 
of director — Mr. George Noble Carman. 

The courses extended from the beginning of the secondary school to the junior 
year of the college. The school was thus joined to the grammar school below and 
the third year of the college above. Three lines of work were opened — the courses 
in arts, science, and technology. It was determined to make the system sufficiently 
flexible to meet the demands of those who were to be served and thus to avoid any 
possibility of exclusiveness and class distinction. The school day was extended to 



THE EDUCATIONAL HISTORY OF ILLINOIS 359 

eight hours, arranged in two-hour periods, thus giving to the laboratories and shops 
the greatest possible efficiency. Classes were limited to about twenty-five and the 
elective system of studies was so adapted as to realize the greatest range of advan- 
tageous choice. 

Information respecting the facilities offered by the Institute is so readily avail- 
able as to preclude the necessity of any extended description of its equipment and 
courses of study. It is recognized as one of the great agencies for the preparation 
of men and women for superior work in the industrial enterprises that seek for their 
assistance. It would be a difficult task to indicate the value of its work. It has 
lifted large numbers of wageworkers out of the common and unremunerative employ- 
ments, and has made of them highly intelligent and extremely capable experts, thus 
multiplying their social efficiency many times over and opening to them lines of life 
which are closed to the untrained man and woman. 

CHICAGO LAW SCHOOL, CHICAGO. 

(From a sketch by Chancellor J. J. Tobias, Ph. D.) 
On December 15, 1895, a number of prominent lawyers of Chicago held an 
informal meeting to consider the advisability of organizing a new school of law in 
the city, that should exhibit in its management the most advanced ideas in that 
department of professional education. A careful study was made of the reports of 
the Committee on Legal Education of the American Bar Association for light on the 
best methods of teaching law as a science and for the most approved method of its 
acquisition. This meeting resulted in the incorporation of the Chicago Law School 
some three months later. Among the names of the distinguished men who consti- 
tuted its first Board of Administration are Judge Magrader, Senator CuUom, Gov- 
ernor Tanner, Judge TuthiU, Bishop Merrih, and ten others. The first dean was 
George W. WarveUe; the first treasurer, T. M. Bates; the first secretary, J. J. Tobias. 

The alumni now number some eight hundred or more and are practicing in almost 
every State in the Union. The school was located in the Schiller Building, on 
Randolph street, where the accommodations are of the most excellent character. 

Chicago is an ideal location for such an institution. State and Federal courts 
are in session during the school year and students are thus enabled to witness all 
of the varied aspects of litigation and to hear the most distinguished advocates of 
the country. The complex life of a great city furnishes in itself opportunities for 
superior culture. 

The school has an admirable library and is in close proximity to the great Public 
Library. Much stress is laid upon the familiarizing of the students with these 
priceless volumes, upon which they will so largely be obliged to rely in the conduct 
of their practice. 

THE UNIVERSITY OF ILLINOIS.* 

This institution, which has taken so prominent a place in the intellectual life of 
the West, owed its existence primarily to an educational movement whose chief 
purpose was the promotion of instruction and scientific research in the industrial 

*From a sketch by Prof. Evarts Boutell Greene, Ph. D,, and from the article by W. L. Pillsbury, A. M., in 
1887-8, report of Superintendent of Ptiblic Instruction. 



360 THE EDUCATIONAL HISTORY OF ILLINOIS 

arts. It is one of that notable group of universities that are the joint product of 
national and state aid. We have noted the grant of the two townships for an insti- 
tution of learning and the percentage of the sale of public lands that was set aside 
for the same purpose. Notwithstanding these generous donations the State did not 
feel itself able to enter upon the scheme of higher education tmtil a half century 
after it had assumed the dignity of statehood. An occasional ripple of interest was 
manifested in the utilization of the endowment within the first score of j^ears, but 
it came to nothing of value. The private colleges were in the field and they were 
regarded as satisfying the demand for higher training. 

No attempt was made to establish an institution of learning upon the proceeds 
of the land grants until 1833. That year a bill was introduced into the General 
Assembly with the following as its first section : 

Section 1. Be it enacted by the General Assembly of tJie State of Illinois, That there shall be and 
hereby is created and established a university for the education of the 3'outh in the English, learned 
and foreign languages, the useful sciences and literature, to be known Vj}"- the name and stvle of the 
Illinois University, and to be governed and regulated as hereinafter directed. 

Subsequent sections provided for the powers usually conferred upon governing 
boards. 

Section 7 provided for freedom of religious opinion b}' teachers and students. It 
also declared that no sectarian tenets or principles shall be taught or inculcated at 
the institution. 

Section 10 provided for the appropriation of the proceeds of the sale of the college 
and seminary lands for the support of the university. 

Section 11 located the institution at Springfield. 

The location of the institution at Springfield did much to defeat the bill, for 
Springfield was then in the field for the Statehouse and Vandalia could find forces 
enough readj^ to combine against the overweening ambition of her rival. 

There were other objections to the measure. McKendree, Shurtleff and Illinois 
Colleges were then endeavoring to find a place to stand and the idea of a richly 
endowed State university as a rival naturally excited the fears of the friends of these 
institutions. There was yet another objection and it had weight among influential 
men. The State was using the jDroceeds of the sale of these lands for rtmning expenses 
and taxation was correspondingly diminished. The party in power always regards 
any increase of the tax levy as a menace to its continuance in office. The opposition 
to the bill was led b}^ Zadok Carey, who succeeded in getting it amended so as to 
provide for four colleges, and that meant its sure defeat. 

Governor Duncan recommended, in his message the succeeding year, that a 
State university be established, but nothing came of it. In 1835 the legislature 
provided that the interest on these borrowed funds should be loaned to the common 
school fund and distributed, and that settled the matter of the university for- many 
years. 

In the fifties, however, certain educational leaders began to trouble the waters. 
The most conspicuous of the advocates for the establishing of a university was a 
man whose name has appeared already in these pages — Jonathan Baldwin Turner, 



THE EDUCATIONAL HISTORY OF ILLINOIS 361 

for many 3'ears a professor in Illinois College. It is interesting to note that although 
he was occupying a chair in a college whose courses of stud}^ were laid out on the old 
classical and mathematical lines his warmest interest was in the scientific and pro- 
fessional training of the industrial classes. He was conspicuously at the front of 
that movement that so engrosses the thought of the present. 

Professor Turner's relations to the movement will be more fully shown in a 
sketch of his life on a later page. 

Professor Turner sotight every opportiuiity to arouse the agricultural commu- 
nities to an appreciation of the needs of scientific education along the lines of effort 
in which they were engaged. At the Granville Convention of 1851 the response 
to his contention came in the quite unanimous decision to distribute his " Plan for 
the State University." He would have been the last to deprecate the old culture, 
but he was pleading for a new species of discipline for which a new type of school 
was needed — a school for the industrial classes, the farmers, artisans and merchants. 
He was, therefore, the prophet of a new dispensation, and his success marked the 
beginning of a new era in education. 

His message attracted the attention of the East as well as of the West. An 
Industrial League was organized and in the succeeding year, 1852, it appealed to 
Congress for public land grants "to establish and endow industrial institutions in 
each and every State in the Union." The movement is thus seen to be taking on 
a national character. At the next session of the General ilssembly a resolution of 
the same character was passed. 

In 1855 a bill was introduced into the State legislature to incorporate the "Illi- 
nois UniA'^ersit}'' " with two departments. One of them was to be for training in 
industrial callings, and the other for the training of teachers for common schools. 
This bill failed to pass, but at the next session the bill for the establishing of the 
Illinois State Normal University became a law. 

One of the aims having been realized, the friends of industrial education succeeded 
in carr}'ing through the thirtA-fifth Congress a bill making appropriations. of public 
lands for the support of institutions in harmony with the resolutions of the Gran- 
ville Convention. President Buchanan vetoed the bill upon constitutional grounds. 
Two years later a similar bill became a law, receiving the signature of President 
Lincoln on July 2, 1862. This was the celebrated "Land Grant " act which gave 
to each of the loyal States 30,000 acres of land for each senator and each representa- 
tive. The conditions of the law required each of the States to appropriate this fund 
" to the endowment, support and maintenance of, at least, one college where the lead- 
ing object shall be, without excluding other scientific and classical studies, and 
including military tactics, to teach such branches of learning as are related to agri- 
culture and the mechanic arts, in such manner as the legislatures of the States may 
respective^ prescribe, in oi^der to promote the liberal and practical education of the 
industrial classes in the several pursuits and professions in life." 

The legislature formally accepted the gift on the 14th of February, 1863, and 
shortly after it received the land-scrip entitling it to 480,000 acres — a princely 
domain. This was the legislature that behaved itself so badly that Governor Yates 
sent it home with a bee in its ear. He did not prorogue it a da 3^ too soon, for it was 



362 THE EDUCATIONAL HISTORY OF ILLINOIS 

proposing to distribute this splendid fund among the coUeges of the State. Of 
course the friends of the industrial-education movement were up in arms about it, 
for they were holding their ground for an independent institution of a strictly indus- 
trial type. Professor Turner was on the alert for such a diversion of the fund, and 
as chairman of a committee appointed for that purpose drew a bill which was sub- 
stantially identical with the charter granted in 1867. 

And now the contest over the site came on, as there were several competing 
localities. Jesse W. Fell, the man who more than any other hundred men deter- 
mined the location of the Normal University ten years before, was again in the 
field. McLean county and the city of Bloomington made a most generous bid, 
aggregating nearly a half million of dollars, but for some reason not then understood 
the legislature accepted the offer of Champaign county and to Urbana the univer- 
sit)^ went. 

The act incorporated "The Illinois Industrial University." It was approved by 
Governor Oglesby on February 28, 1867, hence this is the natal day of an institution 
of which every loyal lUinoisan is justly proud. The board of trustees consisted of 
five members from each of the three judicial grand divisions of the State and one 
from each congressional district. ' The idea evidently was to win needed popularity 
for the institution by locating the members of its governing body in all parts of the 
State. These members were all appointed by the Governor and for a term of six 
years, one-third to retire each biennium. In addition there were four ex officio 
members; they were the Governor, the State Superintendent of Public Instruction, 
the President of the State Agricultural Society and the Regent of the University. 
The Regent was elected by the board for two years and was its presiding officer and 
the chairman of its executive committee — a somewhat extraordinary arrangement. 

The powers of the trustees in furnishing courses of study have been indicated. It 
is interesting to read the official utterances of the board. As Professor Greene has 
suggested, there was a " sturdy Industrial spirit" at work, for a schedule was required 
that would give the students an opportunity to attend to their work at home during 
the spring and summer, and it was enjoined, upon the management that no student 
be permitted to remain about the university "without full mental or industrial 
occupation." Degrees were associated in the minds of the members of the board 
with the old ideas of education, in which the preparation of men for the learned pro- 
fessions was the main motive; it was therefore decreed that they should not be intro- 
duced, but that a simple certificate should suffice. The requirements for admission 
were very low, as the examination covered only the common branches. 

At the first meeting of the trustees, on March 12, 1867, Dr. John M. Gregory 
was tmanimously elected Regent. Other officers necessary to the organization of 
the institution were selected, and the dream of Professor Turner and his group was 
now approaching a genuine realization. One can not but feel something of the 
exultation that these faithful friends of labor experienced as he realized what had 
been accomplished. Some two months later Dr. Gregory accepted the appointment 
and entered upon the discharge of his duties. The board declared that Champaign 
county had met its obligations, hence the university was formally located at Urbana. 

The actual work of instruction began March 2, 1868, and inaugural exercises 



THE EDUCATIONAL HISTORY OF ILLINOIS 363 

were held on March 11. It was a notable occasion. The eloquent State Superin- 
tendent of Public Instruction, Hon. Newton Bateman, made an address in which 
Professor Turner received the praise that he so well deserved and the newly elected 
Regent followed, discussing the significance of the achievement. 

One can easily read between the lines of the utterances of the men most active 
in the new movement no little apprehension respecting the outcome of the enter- 
prise. The industrial group were afraid of the "scholars." They feared that the 
school for which they had fought might be but another of the traditional colleges, 
devoted to " culture" and thus unmindful of the interests of the men for whom they 
had made their great campaign. The more conservative group feared on their part 
that the " University" might be doomed to dole out small commonplaces and thus be 
rendered unable to give that large and comprehensive view of the industrial situation 
that the civilization of the time really demanded. 

Professor Greene calls the first period of thirteen years the "formative period." 
In 1873 the unwieldy board of thirty-two was reduced to eleven, only two of whom 
were ex officio members — the Governor and the President of the State Board of 
Agriculture. Especial praise is awarded to Hon. Emery Cobb, of Kankakee, who 
was a member for twenty-six years. 

Regent Gregory was a man of large abilities and of unusual power as a public 
speaker. Illinois has known no greater apostle of education if platform ability is 
to be regarded als a criterion. He was a graduate of Union College, had been a 
student of law and of theology, served for a time as a Baptist clergyman, was principal 
of a classical school in Michigan, president of one of her colleges and rose to the 
dignity of the State Superintendent of Public Instruction. At first suggestion it 
would seem that he would not be an ideal selection for the regency of an industrial 
institution, yet he had the fine intelligence which enabled him to seize the salient 
features of the situation and acquit himself with distinction. 

Three other men deserve especial mention at the hands of the historian, in con- 
nection not only with the early but also with the later life of the school. Dr. Thomas 
Jonathan Btirrill was a member of the first faculty. He is still (March, 1911) one 
of its most highly valued teachers and administrative officers. Here are the posi- 
tions that he has successively held: Assistant professor of natural history, professor 
of botany and horticulture, dean of the graduate school and vice-president, and three 
times for considerable periods serving as the acting head of the university. He 
went to the institution with a careful training as a teacher, being a graduate of the 
State Normal University, and thus introduced into its life at the first a highly superior 
method of instruction. 

The second of these pioneers is Samuel W. Shattuck, who also began at the first 
as assistant professor of mathematics. For more than thirty years he was the 
financial manager of the institution. His name is inseparably connected with the 
history of the university. 

The third of this distinguished trio was Professor Edward Snyder. Like Pro- 
fessor Shattuck, he had been a soldier, but this service had been rendered not alone 
to the cause of the Union in the great Civil War, in which he served for three years, 
but, being a native of Austria-Poland, he also saw service in the Italian campaign of 



364 THE EDUCATIONAL HISTORY OF ILLINOIS 

1S59. Although de^'oted to moden:i languages he was read}' to sen^e anywhere, and 
the early necessities of the institution compelled him to serve in many different 
capacities. Professor Greene sa>'s of him, "As a teacher he covild arouse the genuine 
enthusiasm of his classes, but he will be longest remembered as the sympathetic 
advisor and friend of the students. He constantly gave or lent them money from 
his modest income and on his retirement established the loan fund which bears his 
name." 

Dr. Gregoiy's administration lasted uiatil 1880. The follo^ving condensed state- 
ment ^Jvall serve to indicate the growth of the institution for this period. 

In the first decade three buildings — University Hall, a building for shop practice, 
and the chemical laboratory — were erected. The increase in instructors and stu- 
dents was rapid at the first, showing twenty-foiu- of the former and 400 of the latter 
at the end of the fifth year. In the next seven years there was slight gain. 

At the end of the first ten years there were four main " colleges" — Agi-iculture, 
Engineering, Natural Sciences, and Literattu-e and Science. There were also 
"schools" of Militar}-, Science, Commerce, and Domestic Science. It is interesting 
to note that after all of the contention that Professor TtuTier and his friends had 
made for instruction in agTicult'ure when the subject was offered by the university 
ver}' few came to a^'ail themselves of the available instiiiction. The virgin soil of 
Illinois M'as so fertile that the farmer thought there was little need for scientific 
treatment of the soil. The professorship of agiiculttire was ^'acant during a large 
part of the first decade and the number of students was very small. As late as 1880 
there were but 17 stiidents in that department in an entire enrolment of 381. 

The engineering courses, however, developed rapidly. Stillman W. Robinson 
A^-as the first professor and ma}- be regarded as the founder of the college. Shop 
work was strong!}- emphasized from the first. So imbtied w^ere the founders of the 
institution with the idea that ever}-bod}- should engage in manual labor that it was 
a requirement upon all students that the}- should perfonn a certain amount of work 
for which the}- received a nominal compensation. This requirement was soon 
abandoned, but Professor Robinson had a high appreciation of the educational 
possibilities of shop work, and made it a regiilar part of the engineering instruction. 
Dr. Peabod}-, AATiting of it later, said of this work, " It is probable that tool or machine 
instiaiction was first given in America at the Worcester Free Institute, which was 
formall}- inavigurated in November, 1868, six months after the inauguration of this 
universit}-. I have not been able to find that Professor Robinson's practice shop 
had an}- other predecessor in this cotintry. " Closeh' associated with Professor Rob- 
inson in this pioneer work was Prof. N. C. Ricker, who organized a highl}- successful 
school of architecture and was the second dean of the engineering college. 

As Professor Robinson was a pioneer in the introduction of the shop so Professor 
Burrill gave a prominence to the laborator}- then imtisual in American colleges. In 
the literar}- college the humanities received rather scant encouragement. The school 
of commerce and the school of domestic science died for lack of encouragement. 
The militar}- training has been continued b}- making drill compulsor}- for the male 
students for a certain portion of the course. In 1S78 an officer was detailed b}' the 
government for the requisite instiiiction. 



THE EDUCATIONAL HISTORY OF ILLINOIS 365 

Admission requirements were low at first and the faculty were obliged to give 
suitable instruction to fit the students for college work. They were slowly advanced, 
however, a preparatory department developing for the preparator}^ work. The 
system of accrediting schools was finally adopted, the Princeton High School being 
the first to receive that recognition. 

Dr. Gregory greatly favored the elective system for college students, and large 
liberty was at first allowed. There was a reaction from this policy, however, and 
diplomas were awarded only to those who had completed an outlined course. The 
legislature indicated its fear that the instittition was in danger of forgetting its 
' purpose and in 1873 required by law that all students should take some work relating 
to agriculture and the mechanic arts. It will be remembered that the original plan 
did not provide for the granting of degrees. In 1877 that error was corrected by 
providing for the awarding of degrees when certain specific courses were completed. 
This policy discouraged the somewhat free election of studies that had been the 
fashion in the earlier period. 

Dr. Gregory inaugurated the plan of student government, but it was abandoned 
after his resignation. 

As an indication of the survival of old ideas with regard to co-education in uni- 
versities it is interesting to note that women were not admitted to the university 
until 1870. Only fifteen were at first admitted. The main solicitude seems to have 
been over the anticipated difficulty of finding suitable homes for them. For their 
supervision Miss L. C. Allen was appointed in 1874 to the position of instructor in 
the school of domestic science, and preceptress. In 1880 she became the wife of the 
Regent and the position lapsed. 

Much solicitude was felt in certain quarters lest the absence of denominational 
control of a college would result in an irreligious instittition. The history of the 
university long since put an end to all apprehensions in that direction. There has 
always been a strong religious influence at work among the students, and in recent 
years the Y. M. C. A. has been provided with a building and a strong association 
has been maintained by the students. 

Although a State institution the imiversity was not to escape the pangs of poverty. 
The large grant of land did not secure by its sale an adequate endowment. Much 
of it sold for 70 cents an acre. Champaign county had furnished a fund of $100,000 
in bonds. Something was derived from tuition fees and the State doled out meager 
appropriations. The available revenues for the support of the general expenses in 
1873 were about S40,000. 

So it was that this pioneer Regent had his troubles. He was a man of lofty 
ideals and high ambitions. The failure of the State to sustain the institution properly 
must have been a sore disappointment to him. The closing years of his administra- 
tion were shadowed by the difficulties of his position. The income had shrunk and 
he was tinable to retain his faculty. There were disorders, also, among the students. 
Unwilling to endure the annoyances that seemed to be so unnecessary he resigned 
in 1880. 

Dr. Gregory was succeeded by Dr. Selim H. Peabody. He had served in capaci- 
ties that acquainted him with many features of the work cut out for the university 



366 THE EDUCATIONAL HISTORY OF ILLINOIS 

and he desired to foster the neglected hterary departments. He was conservative 
rather than otherwise, however, and some of the Gregory experiments were aban- 
doned. Perhaps it was better in the unhappy conditions then existing. Nor did 
he favor research in an institution of this character, beheving that instruction rather 
than experimentation was the true pohcy of such an institution. That, too, may 
have been wise in those early days, but in the later history of the university its 
experimentation has been the life-blood of its agricultural department. The financial 
decline continued and the strong men in the faculty were many of them going else- 
where. Yet in the face of all of the discouragements the Peabody administration 
was one of real progress. In 1881 the legislature began the policy of supplementing 
the income from the funds by making a small appropriation for cuiTent expenses. 
However small it was, it was the beginning of that policy which now makes biennial 
appropriations i-unning into millions. There was a further strengthening of the 
scientific department when in 1885 the State Laboratory of Natural History was 
transferred to the imiversity and its director was made professor of zoology. This 
added to the faculty the distinguished Dr. S. A. Forbes, one of the most widely and 
most favorabl}'' known zoologists of the country. 

In 1887 the federal government came to the further assistance of the land-grant 
colleges by the establishment of agricultural experiment stations, in connection with 
the universities, thus placing upon a sure and liberal foundation the research feature 
of the true unive^sit5^ In 1890 Congress voted to the same institutions an annual 
appropriation of $15,000, which was to increase gradually to $25,000, and the depart- 
ments of liberal arts were thus enabled to develop into something more in harmony 
with the current ideas of a higher institution. 

In 1885 the name was changed from the "Industrial University" to the "Uni- 
versity of Illinois." That this change, which was regarded by so mam^ of the old 
group with grave suspicions, was of great benefit to the institution is now plainly 
evident. 

But the university was disturbed by internal troubles. The dormitory was the 
scene of frequent disorders. It was finall}^ torn down and the students sought 
homes among the people of the community. A lawsuit resulted from the require- 
ment to attend chapel. It was fought through all of the courts and the university 
authorities were sustained. Then Dr. Peabody was strongly opposed to fraternities, 
and although the board at first supported him it later changed its policy. Finally, 
in 1887, the legislature changed the governing body from an appointive to an 
elective body. In consequence an unfriendly board came into power. There was 
something approaching a mutiny in the cadet battalion. The Regent was not 
maintained in a case of discipline, and he retired from the field as his sense of personal 
dignity demanded that he should. 

The above recital brings the history of the university down to the year 1891. 
In the succeeding thirteen years the progress of the institution resembled the march 
of a triumphant army. In consequence of political changes in the State many new 
members came into the board. Governor Altgeld rendered signal service b}^ aiding 
in securing generous appropriations. 

For three years Dr. Burrill, who had in many ways demonstrated his large worth, 



THE EDUCATIONAL HISTORY OF ILLINOIS 367 

acted as Regent. He was an inspiration to the student body and possessed the con- 
fidence and affection of the alumni. These were fertile years for the university. 

In 1894 Dr. Andrew Sloan Draper began his memorable decade of service. He 
was peculiarly fitted for the presidency, possessing the especial order of ability that 
was needed at this particular period. He had been a practicing lawyer, a member 
of the New York Legislature, chairman of the Republican State Campaign Committee 
and member of the court of Alabama Claims. In 1886 he was elected by the Legis- 
lature of New York to the office of State Superintendent of Public Instruction, and 
made a remarkable success in the administration of that important office. In 1892 
he was elected to the superintendency of the Cleveland schools, an office of especial 
importance because of the powers conferred upon that officer. 

The limitations of this sketch do not permit such a discussion of ths Draper 
administration as it merits. It must suffice to say that under his management the 
university entered upon a career of great prosperity in all ways. The legislative 
appropriations were greatly increased. The attendance advanced by leaps and 
bounds. His experience in the administration of educational affairs enabled him to 
establish close relations between the university and the schools. He was greatly 
admired by the student body. Strong men entered the faculty, notably Prof. David 
Kinley, who succeeded Professor Snyder, and Dean Eugene Davenport, who has 
made so remarkable a success in the management of the College of Agriculture. 
Several important buildings were added to those already on the campus. Graduate 
work was entered upon, fellowships were instituted, several professional schools were 
affiliated with the university and a school of law was organized in immediate con- 
nection with the university at Urbana. The School of Library Economy connected 
with Armour Institute was removed to Urbana and was placed tinder the direction 
of Katherine L. Sharp, the founder of the school, who thus became also the librarian 
of the university. An elaborate system of government was developed. Athletics 
and inter-collegiate contests were encouraged. The organization of college fraterni- 
ties was not only tolerated but was furthered. The social life was enriched and the 
religious interests were fostered. Miss Violet D. Jayne was elected dean of the 
women with a seat in the Council of Administration. A somewhat similar measure 
was adopted with reference to male students by the assignment of Thomas Arkle 
Clark to the position of dean of the undergraduate men. 

In 1904 Dr. Draper received the distinguished honor of election to the commis- 
sionership of education in New York, although a nonresident, and retired from the 
presidency. 

He was succeeded by Dr. Edmund Janes James, president of the Northwestern 
University. Dr. James had spent his life in universities in America and Europe. 
He was formally installed in October, 1905, and the occasion was memorable because 
of the large number of American and foreign universities represented by delegates. 
A series of conferences on various questions of educational policy was held in con- 
nection with the installation exercises. 

The remarkable progress which characterized the Draper administration has been 
fully equaled imder the administration of Dr. James. 

The appropriations of the General Assembly have greatly increased. Many 



368 THE EDUCATIONAL HISTORY OF ILLINOIS 

buildings have been added so that the campus has been for years the scene of intense 
building activities. In all departments of the Tiniversit}^ notable extensions of facili- 
ties have occurred. The institution has at last won the confidence of the people. 
It is in the closest touch with the industrial interests of the State. Farmers and 
farmers' sons and daughters gather by the htmdreds for short courses. The teachers 
in the department of agriculture and the workers in the State laboratory cover the 
State with their investigations and hold many institutes and deliver countless lec- 
tures for the instruction of the people. Original investigations that demand the 
attention of the world have been conducted by men of the character of Dr. Forbes 
and Dr. Hopkins in their respective departments. The little college that something 
more than twoscore years ago began its work in an old building in Urbana is now 
one of the great uniA^ersities of the world and is rapidly adding to its renown. Would 
that Professor Turner could know of the fruition of his hopes. 

Many interesting details of the long struggle which ended so triumphant!}^ in the 
establishing of the University of Illinois and of the first twenty-five j^ears of the 
history of the institution may be found in Mr. Pillsbury's article already alluded to. 



THE EDUCATIONAL HISTORY OF ILLINOIS 369 



CHAPTER XV. 
STATE AND SECTIONAL TEACHERS' ASSOCIATIONS. 

THE first of the series of educational conventions that finally resulted in the 
State Teachers' Association seems to have been held in February, 1833, in 
Vandalia. The occasion of this meeting was the presence at the capital 
of one James Hall, a State celebrity as a writer, who was about removing to another 
State. The legislature was in session and it is probable that some friend of education 
seized the opportunity to impress upon the minds of some of the lawmakers the 
supreme importance of better legislation respecting schools, for that was the theme 
discussed b}' the speaker. Rev. J. M. Peck, already characterized, in the language 
of Mr. Pillsbury, as "perhaps the most indefatigable worker for education the State 
has ever kno"WTi," deemed the occasion opporttme for the organization of an educa- 
tional society. A report of the meeting may be found on pages CIX-CXI, of the 
Illinois School Report for 1885-6, in Mr. Pillsbury 's "Early Education in Illinois." 
The eminent Sidne}' Breese was chairman of the meeting. Mr. Peck moved the 
appointment of a committee "to devise measures for obtaining information on the 
subject of education, and to devise a system of public instruction." This com- 
mittee was instructed to report the following Monday. 

A few evenings later there was a meeting of citizens from various parts of the 
State. To this meeting the committee, of which Mr. Peck was chairman, made an 
elaborate report. It recommended the organization of an association to be known 
as the Illinois Institute of Education, and submitted a constitution for its government. 
Annual meetings at Vandalia were provided, to be held the Friday after the first 
Monday of December. John Goudy was elected president, a number of distin- 
guished men were made vice-presidents, and the remaining offices were as well filled. 
One of the main purposes in the mind of Mr. Peck was the gathering of information 
to be used in guiding legislation. The General Assembh' expressed its approval 
of the measure by joint resolution and appointed the secretaries with others as a com- 
mittee to investigate and report at its next session. 

The next year the legislature was to convene. Mr. Peck was again at the front 
with suggestions for legislation. As editor of The Pioneer and Western Baptist he 
could reach the people. The election for members occurred in August. Shortly 
after the election he announced that most of the candidates had been favorable 
to a system of common schools. He was, therefore, very hopeful that something 
worth while would be done. He suggested the wisdom of another State Educational 
Convention at Vandalia, for the first Friday of December, which would probably 
coincide with the date of the Institute of Education. More than half the coxuities 
sent delegates. This is known as the "Second Illinois Educational Convention." 

24 



370 THE EDUCATIONAL HISTORY OF ILLINOIS 

The "Proceedings," the "Address to the People of lUinois," and the " Memorial 
to the Legislature," are to be fotmd in Mr. Pillsbury's article. It will be recalled 
that Stephen A. Douglas was present and served as "Secretary pro tcm." This 
convention had an immediate effect, as has been narrated, in that Senator. William 
J. Gatewood, from Gallatin cotinty, proposed a plan for a uniform svstem of schools 
and seminaries. The seminaries were to be established and maintained b}' the 
combined assistance of philanthropic individuals and the interest of the college and 
seminary fimds. What mtiltiplied educational schemes those funds suggested! But 
the legislature seemed to think of nothing but keeping taxation at the lowest possible 
limit and the project that issued from the meeting was of no avail. 

As early as 1836 an occasional notice appeared announcing a meeting of teachers 
for mutual help. So there would be accounts of lectures on education here and 
there, showing that the leaders were still sowing the good seed in the hope of a harvest 
at some good time in the futtu'c. Mr. Pillsbury qtiotes the following from the 
Sangamo Journal, of August 13, 1S36: " The annual commencement of Jacksonville 
College, September 21, 1836. N. B. — A convention of teachers will be held on the 
afternoon of the preceding day to discuss meastu-es for the cause of education in this 
State." He adds: "At this meeting was organized the Illinois Teachers' Associa- 
tion, the minutes of which for four years, given me b}' the secretar}-, the venerable 
John F. Brooks, who has for fiftj^-five j^ears been a teacher in Illinois, are here given." 
The Association met in Jacksonville on the 18th of September, 1837 ; on the 17th 
of the same month, in 1838 ; and on the 12th, in 1839. Here are a few of the recurring 
names: E. Beecher, J. M. Sturtevant, John F. Brooks, Rev. John Bachelor, L. P. 
Kimball, Prof. J. B. Trmier, Rev. Theron Baldwin, and the name of one woman — 
Mrs. Sarah P. Mosely. 

In the Sangamo Jotmial of November 27, 1840, a call, signed by A. T. Bledsoe, 
William Bro■\^•n, J. M. Sturtevant and J. W. Jenks, annotmced a convention to be 
held at Springfield, to begin on the 16th of December, for the purpose of urging the 
organization of a system of schools. The legislattn-e had been called to meet in 
special session two weeks in advance of the regxilar time and would thus be in good 
working order b}" the time the convention should assemble. It was in this session 
that Mr. Lincoln offered the resolution institicting the conimittee on education to 
inquire into the expediency of examining teachers before permitting them to draw 
public money. The sentiment of the time on this subject ma}" be infen-ed from the 
fact that the resolution escaped being laid on the table b}' a ^'ote of onh- se^•en in 
a total vote of eighty-nine. 

The convention met pursuant to the call, and, after a session of one evening, 
adjourned, having appointed a committee to consider the propriety' of a permanent 
organization and to report at a future meeting. At a meeting held two weeks later, 
December 28, The Illinois State Education Society was organized. This meeting 
memorialized the legislature ^^'ith regard to many matters, among which ^•\•ere the 
compensation of teachers from public funds, the examination of teachers and the 
State Superintendency. 

In 1844, John S. Wright, to whom reference has been made on earlier pages, 
proposed through the columns of the Prairie Farmer, of which he was editor, that 



THE EDUCATIONAL HISTORY OF ILLINOIS 371 

an educational convention should be held in Peoria, October 9, 1844. He followed 
up his call and was aided by others who were always interested in anything looking 
toward the needed legislation. Mr. Wright was very active in this meeting, which 
continued for two days. The minutes may be found in the article so frequently 
referred to in these pages. The educational situation was thoroughly discussed and 
Mr. Wright was appointed to draw up a memorial to the legislature. This memorial 
is said to have been written with great ability. It has been referred to already in 
connection with the movement to secure a Superintendent of Public Instruction. 
It will be remembered that it was at the session of the legislature following this 
meeting that the law was so amended as to provide for the State and County Superin- 
tendencies. 

i\s might be expected, many associations of teachers were organized as soon as 
there was an official to urge such improvements in teaching as result from comparison 
of ideas and instruction in method. 

The Peoria convention adjourned to meet in Jacksonville in June, 1845. Mr. 
Wright faithfully reported this meeting in the Prairie Farmer and the proceedings 
may be found in the article here followed. There was a persistent policy being 
pursued by the educational leaders to keep the educational needs before the people, 
by lectures, conferences, newspaper articles and personal appeals. It was at this 
meeting that it was resolved that a county school convention should be held at Win- 
chester for Central Illinois, in the succeeding September, that a general school con- 
vention should be held in Chicago at some time in the fall of 1846 and also in Spring- 
field in December of the same year. The meetings had accomplished great good and 
their efficacy was relied upon to secure further reforms. The Central Illinois con- 
vention was held at Winchester and adjourned to meet at Jacksonville in January, 
1846. 

Great preparations were made for the Chicago meeting. On the 16th of July 
there was a meeting of the citizens of Chicago to prepare for the coming of the 
teachers. A committee was appointed to see that every visitor had a place of enter- 
tainment. They were requested upon arrival to register at the office of the Prairie 
Farmer. John S. Wright's name is found at the head of the list of the committee. 
It is an interesting list, as several of the names became household words in the later 
Chicago. 

As an extra inducement to be present the committee announced that the eminent 
Henry Barnard, Superintendent of Schools in Rhode Island, and Professor Dewey, 
of Rochester, New York, were expected and that Horace Mann was a possible guest. 
It was further announced that at the conclusion of the convention an institute 
would be organized, to continue from one to two weeks. "At the East they have 
been tried for the last few years with the happiest results." 

The account of the convention was published in the November number of the 
Prairie Farmer. It was pronounced the best convention in the history of the State. 
The account speaks of "an unparalleled sickness which has prevailed all over the 
country. " This is said to have prevented the attendance of many who were expected 
and thus to have disappointed the projectors of the movement somewhat. Mr. 
Barnard was there, as was Mr. Phelps, of Albany, and Mr. Pierce, of New York. 



372 THE EDUCATIONAL HISTORY OF ILLINOIS 

The Teachers' Institute had an attendance of from sixty to eighty. This is pre- 
sumably the Mr. Phelps who was a candidate for the principalship of the State 
Normal University in 1857, and was defeated by a single vote, Charles E. Hovey 
being the successful candidate. Governor French addressed a letter to the associa- 
tion assuring the teachers that he would aid them in improving the common-school 
system of the State. Another convention was called to meet at Springfield, Decem- 
ber 16. The Institute continued for one week. It was probably the first of its 
kind in Illinois. 

The Northwestern Educational Society was organized at this meeting, with 
William B. Ogden as president, G. W. Meeker recording secretary, and John S. 
Wright corresponding secretary. Nine States were represented and a vice-president 
was elected for each State. Subsequent meetings of this society were held in Mil- 
waukee and Detroit, in 1847 and 1848. 

The institute feature of the Association seems to have commended itself to the 
teachers. The first cotmty institute was held in Will county, being called by H. B. 
Marsh, the Superintendent of Common Schools, to convene "at the stone school- 
house in Joliet, on Tuesday, the 19th day of October next, and to continue two 
weeks." It ma}'' be said, in passing, that an institute was held in Ottawa, in October, 
1849, which continued for three weeks, and one was held in Pike cotmty, in 1850, 
which was conducted by Professor Turner and John Shastid. The}' soon multiplied 
and were held in all parts of the State. 

The Springfield convention met on the 16th of December. Seventeen counties 
were represented. It continued the agitation -for free schools and for a more adequate 
system of supervision. A State Education Society was organized. Meetings were 
held in the senate chamber on the evenings of Januar}^ 14 and 16, 1847, at which 
resolutions pressing upon the attention of the General Assembl}^ the cr\"ing need for 
legislation were passed. The executive committee was instructed to ascertain 
whether a sufficient amount of money could not be raised by private subscription 
to employ an educational agent to go about the State and arouse an interest in 
common schools. It will be remembered that Simeon Wright was later employed 
for that purpose by the State Teachers' Association. 

An interesting meeting of this societ}^ was held on the 12th of February, inter- 
esting because of the presence of former Governor Slade, of Vermont, who was then 
acting as the agent for the Ohio Central Committee for the advancement of common- 
school education. The purpose of this committee was the supplying of teachers 
for schools in various parts of the country. The executive committee of the society 
was directed to discover localities in which teachers were wanted with the purpose 
of suppl}ang them through the assistance of the committee represented by 
Ex- Governor Slade. In the course of the twelve years during which he was con- 
nected with the committee, he brought west five htmdred teachers, one hundred 
of whom came to Illinois. They were ladies of culture and had been prepared for 
the work of teaching. In consequence the}^ were a valuable contribution to the 
educational work of the State. 

The Illinois Education Society held its annual meeting on January 15, 1849. The 
program contained topics of the most practical character. Here are some of them: 



THE EDUCATIONAL HISTORY OF ILLINOIS 373 

1. Should the property of the State be taxed to educate the children of the State? 

2. The necessity of creating the office of State Superintendent separate and apart from any 
other office of the State. 

3. The propriety of paying the county school commissioners for the faithful discharge of their 
duties as ex officio superintendents of schools of their counties. 

4. The propriety of devoting a portion of the college and seminar}- funds for the education of 
teachers. 

5. The necessit)- of adopting the township organization under the new constitution to aid the 
cause of popular education. 

Two memorials, prepared by the society or elsewhere, were circulated among 
the people. They are interesting as illustrating the persistence with which the 
leaders were following up their campaign for the State Superintendencj^ and for the 
Count}' Superintendency, and for public taxation for the support of schools. One 
of them urged the establishment of a State Normal School for the preparation of 
teachers. 

There seem to be no records of State school meetings for the j^ears 1850 or 1851. 
Since they were not discoverable by the vigilant scholar from whose article these 
records are obtained it is altogether probable that the organizations noted dissolved. 
The meetings for the promotion of agricultural education will be noted elsewhere. 

THE ILLINOIS STATE TEACHERS' ASSOCIATION. 

" The organization of the Illinois State Teachers' Association was brought about 
b}- two principals of private schools and a book agent; and its first president, vice- 
president and secretary were ministers of the gospel. In the fall of 1853, Henr}' W. 
Lee, principal of the Garden City Institute, of Chicago, and James A. Hawley, of 
Dixon, an agent for an eastern book house, met, by chance, at the home of Daniel 
Wilkins, principal of the Central Illinois Female Institute, of Bloomington. The 
condition of education in the State naturally became a subject of conversation and 
it was their opinion that a convention of the educators of the State would greatly . 
advance the cause. Consequently, they drew up a call for such a convention, and 
Mr. Wilkins, through correspondence, secured thirtj^-two signatures. In pursuance 
of this call a convention met in the Methodist church at Bloomington on the evening 
of December 26, 1853, where this association was organized." Thus writes Mr. 
William L. Steele in his inaugura;l address as president of the Illinois State Teachers' 
Association, at the end of the first half century of its existence. 

It was at the close of the convention called as above indicated that those who 
were favorably disposed were asked to remain and assist in the organization of the 
new association. A constitution was adopted that opened with the following 
preamble : 

Whereas, Believing that the organization of a State Teachers' Institute is not only essential 
to raise the standard of teaching, but conducive to the promotion of the greatest diffusion of knowledge 
throughout our State; we do, therefore, agree to form ourselves into an Association to be governed 
by the following constitution. 

This constitution provided for annual meetings, for the customar}- officers required 
by deliberative bodies, for three corresponding secretaries and for committees on 



374 THE EDUCATIONAL HISTORY OF ILLINOIS 

Exei-cises, School Govenimeiit, and Books and Libraries. The corresponding secre- 
taries ^^•ere to collect statistics on all matters of interest respecting the cause of 
education in their vicinities, hold educational meetings, promote the formation of 
cotmty institutes, auxiliar}' to the State Institute, and communicate all matters 
of importance to the recording secretar}", and assist him in keeping the minutes of the 
regular sessions of the Institute. 

The various committees were to report to the Institute annualh' ^^•ith respect 
to matters that came under the se^•eral captions indicated b}- their names. It is 
evident that this organization cut out for itself a large piece of work. 

The first president was Rev. W. Goodfellow, Bloomington, one of the facvilt}' 
of the new Illinois 'Wesleyan College. The recording secretary was Re^•. Daniel 
Wilkins, mentioned above. The date of the organization was December 28, 1853. 
The coiTesponding secretaries were H. O. Snow, A. ]\I., Peoria: H. L. Lewis, Esq., 
and C. W. Hawthorn. Esq., Peoria. 

"For more than twenty years," says Mr. Steele, "the friends of education had 
been attempting to organize such an association. Fi^"e distinct efforts at State 
organization had been made, viz.: in 1833, 1841, 1844, 1846, 1849: but none of them 
survived longer than a second meeting. How near this association came to adding 
one more to the list of failures ma}' be judged from the fact that at its first annual 
meeting not one of the officei's was present. But for the efforts of these pioneers 
in the twenty years preceding, it would have been impossible for the pioneers in the 
year 1853 to form a perfect organization." 

The' first anntial meeting was held in Peoria, on December 26-8, 1854. As has 
been noted, the othcers were conspicuous b}- their absence. W. H. Po\^-ell, a future 
State Superintendent and all tmconscious of his coming honors, ^vas elected presi- 
dent pro ton. 

A-'oltime I, No. 1, of Tlic niinois Teacher furnishes a detailed report of the pro- 
ceedings of the meetings. It was fitting that it should open its first nimiber with 
such a report, for it was one of the immediate outcomes of the session. The method 
of its larmching irpon the tmcertain sea of educational joiirnalism will appear in the 
chapter on "School Jotuiialism in Illinois." Two other matters received especial 
attention. One of them was the proposed school law, submitted by Superintendent 
Edwards, who was present, and addressed the Institute, and the other was indicated 
b}- the f ollomng resolution : 

Resolved. That it is the sense of this Convention that the University- and Seminary Funds should 
he apphed to the establishment of a State Univei-sity and a Xonr.al School. 

The resolution receL\"ed an excellent airing btit was not passed. The members 
of the Institute were not qtiite ready to make such a disposition of these precious 
funds. More time and more agitation '\^-ere needed, but they \A-ere to come in their 
o^^^^ good time. 

The Edwards bill ^^'as referred to a committee ^^-hich approved the principle of 
stvpporting the schools by a direct ad vahvcjii tax. ^^•hich agreed with the Superin- 
tendent in the absolute necessity of Normal schools to the efficiency and success 
of the common schools and with his suggestion that the courses of instrttction in the 



THE EDUCATIONAL HISTORY OF ILLINOIS 375 

Normal school must be materially modified by the predominance of agricultural, 
mechanical and commercial interests in the State. 

The convention put itself on record as favoring co-education and uniformity in 
text-books in the public schools and directed its committee to examine and recom- 
mend for the approval of the Institute, at its next session, a complete course of text- 
books. 

The attendance at this meeting was. not large, but the quality was excellent, 
as was demonstrated by subsequent events. The patient Daniel Wilkins, always 
zealous in educational work, was to prove himself an efficient county superintendent 
for many years in McLean coimty. Simeon Wright was to be one of the most 
capable and successful of lobbyists in securing the enactment of the Normal school 
law and was to have his name perpetuated in that institution in connection with 
one of the literary societies. To the early students of the institution he is affec- 
tionately remembered as "Uncle Sim." Professor Turner, of Jacksonville, had 
already become a conspicuous educational figure and was to be prominentty identified 
with the establishment of the Normal School and of the State University. Newton 
Bateman was to be for many years the Superintendent of Public Instruction and 
later the president of Knox College. He is remembered in the school annals as the 
"Old Man Eloquent" when educational themes were under discussion. C. E. 
Hovey, a new comer to the State from the classic shades of Dartmouth, was to 
become a most interesting and unique figure, as will be seen later. Then there were 
Bronson Murray, and George W. Minier, W. F. M. Amy, O. C. Blackmer and C. C. 
Bonne5^ only names to the present generation yet stalwart soldiers for the cause 
in those far-away years. 

The Institute was firmly established in the regard of the school men of the State, 
and from that time to this it has never skipped a meeting date. It soon changed 
its name to the State Teachers' Association. It met annually between Christmas 
and New Year's Day and sauntered about the State in its easy-going fashion, making 
its visits to one locality and another, and thus not only calling upon the teachers, 
at their homes but enticing the laymen to come and hear what the teachers had to 
say for theinselves. It was an event of no small importance to have its sessions 
held in a town, and those who participated in its exercises were well worth hearing. 
The evening addresses were often delivered then, as now, by the most distinguished 
talent available in the country within the teaching profession. The members were 
entertained by the citizens at their homes and no charge was made. 

Since 1880 the Association has called the Capitol at Springfield its home. In 
1910 it met in Chicago as a compliment to its distinguished president, Mrs. Ella F. 
Young. Previous to that time it had visited fifteen Illinois towns and had been to 
several of them more than once. Rockford was its northern limit and Springfield its 
southern. It began with an effort to secure a State Superintendent and it has fought 
for all of the reforms that have come to pass. Its organization antedates the free- 
school law, the Normal School, the University of Illinois, the State Superintendency 
as a distinct office, the public high school, the Teachers' Institute, and the educa- 
tional press. 

Quoting again from Mr. Steele: "As to measures adopted and men brought into 



376 THE EDUCATIONAL HISTORY OF ILLINOIS 

prominence, the Springfield meeting of 1855 must be given the first place in the history 
of the Association. The greatest step in the educational history of Illinois, the pas- 
sage of the free-school law, had been taken since its last meeting, and the question 
now before it was how to make the law most effective. To this end the establish- 
ment of a Normal school and the organization of teachers' institutes in the different 
counties of the State were considered as the most essential means; and it has been 
along these two lines that this Association has done its most persistent and efficient 
work. 

"The Normal school proposition brought about a three-cornered contest; the 
public-school men wanted to use the college and seminary funds for a Normal school, 
the Industrial University men wanted to use them for a State University with a 
Normal school department, and the denominational college men wanted to use them 
for the existing colleges, they to conduct Normal departments. . . . The 
conclusion reached in the meeting was expressed by a resolution in these words: 
' That the Institute does not wish to discuss any university question, but to occupy 
itself with the interests of common schools and Normal schools. ' 

" To aid in organizing county institutes, the Association so amended its constitu- 
tion as to make the corresponding secretary a State agent, whose dut}?" was to hold 
educational meetings, to promote the formation of count}^ institutes auxiliary to the 
State Association, and to act as agent and corresponding editor of the Illinois Teacher, 
for which services, if he devoted his whole attention to it, he was to receive a salary 
of 11,200 per annum and his necessary traveling expenses. Would the members of 
this Association individually pledge themselves to raise such a sum to further the 
cause of education? It is true that this measure brought financial embarrassment 
and the State Agent was discontinued in 1858, . . . but in those three 
years he succeeded in organizing institutes in more than fifty counties of the State. 

"At the same meeting a State Board of Education was created by an amend- 
ment to the constitution. 

" The two men who did the most to mould the educational policy of the State 
came to the front at this meeting — Newton Bateman, the Horace Mann of the 
West, and Charles E. Hovey, the founder of our Normal schools. They were both 
young men, about thirty years old. The former was principal of the west side 
union school, in Jacksonville, and the latter the principal of the public schools in 
Peoria. The convention recognized the ability of both. It elected Hovey president 
of the Association and editor of the Illinois Teacher, and Bateman the State Agent 
and its first choice for State Superintendent, an honor that has been conferred upon 
no other man. 

" The third annual meeting was held in Chicago, December 22, 1856. It was 
an ambitious one; it partook of the spirit of the place; it was almost national in its 
character; to it were invited the leading educators of the entire country; Henry 
Barnard was present and took a prominent part. Think of the Chicago hotels 
giving free entertainment to visiting school teachers and of the Chicago teachers 
banqueting them at the close at the Tremont House, with all of the clergy of the 
city and members of the press as invited guests — five hundred in all! 

"A State Normal School was the absorbing question at this meeting, and the 



THE EDUCATIONAL HISTORY OF ILLINOIS 377 

leading features of the bill, which soon after became a law, were considered, defined 
and adopted. This happy result was brought about through the able generalship 
of Charles E. Hovey and by the graceful surrender of Prof. J. B. Turner, represent- 
ing the industrial university party. It would seem that Dr. Bateman acted as the 
medium in this case, for he brought a letter from Professor Turner, who did not 
attend the meeting, and read it at the opportune time in the discussion. The other 
historic event of this anniversary was the great banquet, which was followed by a 
regular program of twenty-four toasts, and, in addition, seventeen volunteer toasts, 
after which the company rose and sang, for a benediction, ' Auld Lang Syne.' 

" The next meeting was held in Decatur. In the records of this meeting is found 
for the first time the name of our beloved Dr. Edwards, who five years later came 
across the river from St. Louis and became one of the State's most brilliant educators. " 

It will be remembered that the Association provided a State Board of Education. 
It had been busy, evidently, since the preceding meeting. It recommended the 
organization of teachers' institutes, the formation of school libraries, and the intro- 
duction into the course of study of physical culture, physiology and h^-^gienics. It 
especially urged the revival of the State Agent scheme, and the Association provided 
means for securing for him a salary of $1,200 and his necessary traveling expenses. 
And here is an item worthy of large caps. : 1,885 subscriptions to the Illinois Teacher 
were pledged. They did things in a large wa}^ in "the brave days of yore." B. G. 
Roots was made president of the Association, Simeon Wright State Agent, and 
Newton Bateman editor of The Teacher. The membership was the largest in the 
history of the Association. 

The 1858 meeting was held in Galesburg. The session was a stormy one, and the 
conclusions somewhat reactionary. It is not surprising when the policy of the 
organization is considered. It had undertaken to furnish to the State a State Agent 
whose salary came from its treasury and from the free-will offerings of its members. 
It had also attempted to run a school journal. Both measures were now given up 
and small blame, if any, can attach for such a change in its policy. 

Mr. Steele sums up the achievements of the Association thus far as follows: 
"With this meeting ends the first period in the history of the Association, if it be 
possible to fix such a date. It was the period of organization, of construction, when 
the foundations of our educational system were laid. All that has come since has 
been a natural growth from the creations then made. The office of State Superin- 
tendent was created, the free-school law was enacted, the State Normal School was 
established, the county institute was organized, and school journalism was launched. 
Each of these owes its origin to this Association more than it does to any and all 
other infiuences; and it is a remarkable fact that these were all of the distinctively 
constructive measures espoused by the Association up to this time save that of the 
township S3^stem." 

Superintendent Steele includes in the second period of the Association the suc- 
ceeding twenty-two years, ending with its permanent location at the capital of the 
State. This period of activity received its main coloring from the influence of the 
State Normal School. In consequence the program assumed a more technical 
aspect and the discussions were largely devoted to the practical problems of the 



378 THE EDUCATIONAL HISTORY OF ILLINOIS 

schoolroom. Illustrative exercises in teaching with the members of the Association ' 
endeavoring to perform the impossible task of becoming children again were a familiar 
feature. Echoes from Oswego gave object lessons a prominence in an early part 
of the second period. The kindergarten made its first appearance at Peoria in 1868. 
It was also at this meeting that the policy of dividing into sections for a part of the 
time was introduced. Language lessons were introduced by W. B. Powell, in the 
1869 meeting. The subject of supplementary reading in primary grades was first 
agitated in the year 1874. Here are the names of some of those who were prominent 
in these years: S. H. White, principal of the Peoria County Normal School, of whom 
we shall hear more; Dr. J. M. Gregory, president of the University of Illinois; Dr. 
Newton Bateman, superintendent of public instruction; Dr. J. L. Pickard, super- 
intendent of the Chicago city schools; J. B. Roberts, superintendent of the Gales- 
btirg schools; Dr. Richard Edwards, president of the State Normal School; Edwin 
C. Hewett, a professor in the Normal School and later its president; W. B. Powell, 
superintendent of the Peru schools and later of the Aurora schools and of the schools 
of Washington city; S. M. Etter, later superintendent of public instniction; Dv. 
J. A. Sewall, of the State Normal School; John F. Eberhart, the first county super- 
intendent of Cook county; D. S. Wentworth, principal of the Cook Count}' Normal 
School; George Sherwood, at one time a Chicago teacher and later the head of a pub- 
lishing house; Jonathan Piper, a book agent of pedagogical renown, and many others 
whose names will appear elsewhere in this history. 

Mr. Steele nan-ates an event belonging to the war times that should find a place 
here. It occurred in 1863. " The meeting was in the capital cit}' of the State. 
It was the tenth anniversary of the Association. Newton Bateman was president. 
He began his address as if he were about to give a history of the Association, but 
in a moment or so he was all afire with the subject of patriotism, and words never 
fell from his eloquent lips with more force and rhythm. One acqviainted with his 
gentle and loving spirit is startled as he reads some of the passages of this address. 
Hear this anathema : ' I believe that Jeff Davis ought to be hanged on a gallows 
as much higher than Haman's as his crime is greater, and he is in a fair way to meet 
that doom in an early da}', unless, like a coward, he flies the countr}' he has tried 
to ruin, or else, stung by remorse, imitates Judas Iscariot, the onh' villain that ever 
lived that would not be disgraced b}' a comparison with him. ' Listen to his words 
of censure: ' Teachers, too, there are, who with pitiable and appalling pusillanimity, 
dare not tell their pupils that next in sacredness to the love of God is the love of 
cotmtry, and that treason to their government is second only in gtiilt and infamy 
to treason to their Maker; na}', whose own position is so contemptibly equivocal 
and cowardh' that e^'en acquaintances and friends know not with certaint}' on which 
side of the dividing line between patriots and traitors to class them.' " 

The effect was electrical. The Association voted to ask Governor Yates to 
administer to them the oath of allegiance. It invited the count}- superintendents, 
who were in session in the next room, to join thein in taking the oath of allegiance 
to the government of the United States, to be administered b}" the Governor of 
Illinois. Dr. Edwards, as chairman of the committee, presented the invitation. 
After a long and warm discussion it was finally accepted b}' a vote of twenty-four 



THE EDUCATIONAL HISTORY OF ILLINOIS 379 

to seventeen. Accordingly, at the appointed time, Governor Yates came into the 
hall and was introduced by the president. The Association sang "America," after 
which Governor Yates administered the oath of allegiance. Then, in response to 
repeated calls, he delivered, it is said, ' a most spirited, eloquent and patriotic address.' 
On motion of County Superintendent Knapp, of Knox county, the Association arose, 
gave three rousing cheers for the Governor and three for the Union ; adopted, without 
debate, a set of stirring resolutions ; sang ' The Star Spangled Banner, ' and adjourned. 
With Charles E. Hovey leaving the head of the Normal University after the battle 
of Bull Run, to join the Normal regiment, known in the army as the Brain Regiment, 
and leading them to honor and himself to fame in assaults upon Vicksburg and 
Arkansas Post, the patriotism of the Association is complete." 

Mr. Steele characterizes the remaining j-ears of the Association as the philosoph- 
ical period, in which the contributions of the other two are being reflected upon, 
modified, enriched and worked out. The characterization seems an appropriate one. 

List of Presidents, Secretaries and Treasurers of the Association, with Places of 
Meeting. 

The Association was organized under the name of "The State Teachers' Institute," at Bloom- 
ington, December 28, 1853. President, Rev. W. Goodfellow ; secretary, Rev. Daniel Wilkins ; treasurer 
Prof. C. W. Sears. All were residents of Bloomington. 

1. Peoria, December 26-8, 1854. W. H. Powell, president pro tem. ; W. F. M. Arnj^ secretary 
and treasurer pro tem. 

2. Springfield, December 26-8, 1855. W. H. Powell, president; J. C. Pickard, secretary and 
treasurer. 

3. Chicago, December 22-4, 1856. C. E. Hovey, president; 0. V. Jones, secretary; Simeon 
Wright, treasurer. 

4. Decatur, December 27-9, 1857. Simeon Wright, president; Newton Bateman, secretary; 
Chauncey Nye, treasurer. 

5. Galesburg, December 28-30, 1S5S. Benaiah G. Roots, president; T. J. Conaty, secretary. 

6. Ottawa, December 27-9,- 1859. WilHam H. Haskell, president; J. A. Johnson, treasurer. 

7. Quincy, December 26-8, 1860. J. V. N. Standish, president-; S. A. Briggs, secretary; N. 
Woodworth, treasurer. 

8. Bloomington, December 26-8, 1861. W. H. Wells, president; S. A. Briggs, secretary; Ira J. 
Bloomfield, treasurer. 

9. Rockford, December 31, 1862. William M. Baker, president; W. Woodford, secretary; J. D. 
Parker, treasurer. 

10. Springfield, December 29-31, 1863. Newton Bateman, president; W. W. Davis, secretary; 
James P. Slade, treasurer. 

11. Monmouth, December 27-9, 1864. Richard Edwards, president; W. W. Davis, secretary; 
C. H. Flower, treasurer. 

12. Joliet, December 26-8, 1865. S. M. Etter, president; A. J. Anderson, secretary. 

13. Jacksonville, December 25-7, 1866. Samuel H. White, president; E. L. Wells, secretary; 
William B. Powell, treasurer. 

14. Galesburg, December 24-6, 1867. Andrew M. Brooks, president; E. L. Wells, secretary; 
Enoch A. Gastman, treasurer. 

15. Peoria, December 29-31, 1868. John M. Gregory, president; E. C. Smith, secretary; Wil- 
liam B. Powell, treasurer. 

16. Ottawa, December 28-30, 1869. George Howland, president; J. V. Thomas, secretary; 
H. C. Demotte, treasurer. 



380 THE EDUCATIONAL HISTORY OF ILLINOIS 

17. Decatur, December 27-9, 1870. Thomas H. Clark, president; Joseph A. Sewall, secretary; 
B. P. Marsh, treasurer. 

IS. Dixon, December 26-9, 1871. James H. Blodgett, president; Jephtha Hobbs, secretary;' 
J. B. Roberts, treasurer. 

19. Springfield, December 25-7, 1872. J. B. Roberts, president; William Jenkins, secretary; 
P. R. Walker, treasurer. 

20. Bloomington, December 29-31, 1873. J. L. Pickard, president; John W. Cook, secretary; 
E. A. Gastman, treasurer. 

21. Chicago, December 29-31, 1874. John Hull, president; Mary M. Whiteside, secretary; 
James P. Slade, treasurer. 

22. Rock Island, December 29-31, 1875. William B. Powell, president; Mary M. Whiteside, 
secretary' ; James P. Slade, treasurer. 

23. Champaign, December 27-9, 1876. Edwin C. Hewett, president; Mary A. West, secre- 
tary ; James P. Slade, treasurer. 

24. Springfield, December 26-8, 1877. Leslie Lewis, president; Sarah E. Raymond, secretary; 
James P. Slade. treasurer. 

25. Springfield, December 26-8, 1878. Robert Alh^n, president; Sarah E. Raymond, secretary; 
James P. Slade, treasurer. 

26. Bloomington, December 29-31, 1879. Alfred Harvey, president; Joseph Carter, secretary; 
Enoch A. Gastman, treasurer. 

27. Springfield. December 27-9, 1880. John W. Cook, president; John Hull, secretar}'; Enoch 
A. Gastman, treasurer. All subsequent meetings at Springfield. 

28. December 27-9, 1881. Enoch A. Gastman, president; A. C. Courtney, secretary; Matthew 
Andrews, treasurer. 

29. December 26-8, 1882. N. C. Dougherty, president; Mary A. West, secretary; Matthew 
Andrews, treasurer. 

30. December 26-8, 1883. Henry L. Boltwood, president; J. W. Hays, secretary; P. R. Walker, 
treasurer. 

31. December 29-31, 1884. Matthew i-Vndrews, president ; S. S. Kimble, secretary ; P. R. Walker, 
treasurer. 

32. December 29-31, 1885. James H. Brownlee, president; Lenore Franklin, secretary; P. R. 
Walker, treasurer. 

33. December 28-30, 1886. Charles I. Parker, president; Elizabeth L. Howes, secretar}^- P. R. 
Walker, treasurer. 

34. December 28-30, 1887. Joshua Pike, president; William Jenkins, secretary; P. R. Walker, 
treasurer. 

35. December 26-8, 1888. .*A. F. Nightingale, president; F. T. Oldt, secretary; P. R. Walker, 
treasurer. 

,36. December 26-7, 1889. **S. H. Peabody, president ; Flora Pennell, secretary ; Clarence O. 
Scudder, treasurer. 

37. December 29-31, 1890. P. R. Walker, president; J. M. Bowlby, secretary; Clarence O. 
Scudder, treasurer. 

38. December 29-31, 1891. Alfred Kirk, president; J. M. Bowlby, secretary; Clarence O. 
Scudder, treasurer. 

39. December 27-9, 1892. George R. Shawan, president; J. M. Bowlby, secretary; Clarence 
0. Sctidder, treasurer. 

40. December 26-8, 1893. Joseph H. Freeman, president; J-. M. Bowlby, secretary; Clarence 
O. Scudder, treasurer. 

41. December 26-S, 1894. T. C. Clendenen, president; J. M. Bowlby, secretary; Clarence O. 
Scudder, treasurer. 



'President absent. William H. Ray presided. 

**President absent in Europe. Miss Sarah E. Raymond and others presided. 



THE EDUCATIONAL HISTORY OF ILLINOIS 381 

42. December 27-9, 1895. William Jenkins, president; J. M. Bowlby, secretary; Clarence 0. 
Scudder, treasurer. 

43. December 26-8, 1896. Homer Bevans, president; J. M. Bowlby, secretary; Clarence O. 
Scudder, treasurer. 

44. December 28-30, 1897. J. W. Hayes, president; J. M. Bowlby, secretary; Clarence 0. 
Scudder, treasurer. 

45. December 27-9, 1898. J. H. Collins, president; J. M. Bowlby, secretary; W. R.Hatfield, 
treasurer. 

46. December 26-8, 1899. Albert G. Lane, president; J. M. Bowlby, secretary; W. R. Hat- 
field, treasurer. 

47. December 28-9, 1900. A. V. Greenman, president; J. M. Bowlby, secretary; W. R. Hat- 
field, treasurer. 

48. December 26-7, 1901. David Felmley, president; J. M. Bowlby, secretary; J. M. Frost, 
treasurer. 

49. December 29-31, 1902. F. N. Tracy, president; J. M. Bowlby, secretary; J. M. Frost, 
treasurer. 

50. December 29-31, 1903. William N. Steele, president; Caroline Grote, secretary; R. N. 
Stotler, treasurer. 

51. December 27-9, 1904. Edwin G. Cooley, president; Caroline Grote, secretary; R. N. 
Stotler, treasurer. 

52. December 26-8, 1905. L. C. Lord, president; Caroline Grote, secretary; R. N. Stotler, 
treasurer. 

53. December 26-8, 1906. J. A. Mercer, president; Caroline Grote, secretary; R. N. Stotler, 
treasurer. 

54. December 26-8, 1907. D. B. Parkinson, president; Caroline Grote, secretary; Charles 
Hertel, treasurer. 

55. December 29-31, 1908. Edmund J. James, president; George W. Conn, Jr., 1st vice- 
president; E. E. Van CI eve, 2d vice-president; Gertrude M. Gregg, 3d vice-president; Caroline Grote, 
secretary; Charles Hertel, treasurer; E. C. Rosseter, R. R. secretary. 

56. December 28-30, 1909. C. M. BardweU, president; A. H. Hiatt, 1st vice-president; Marietta 
Neel, 2d vice-president; W. L. Meeker, 3d vice-president; Caroline Grote, secretary; Charles Hertel, 
treasurer; Edward C. Rosseter, R. R. Secretary. 

57. December 25-7, 1910. Ella Flagg Young, president; Gerard T. Smith, 1st vice-president; 
Anna Lois Barbre, 2d vice-president; G. P. Randle, 3d vice-president; Caroline Grote, secretary; 
Charles Hertel, treasurer; W. J. Harrower, R. R. secretary. Met in Chicago. 

58. December 27-9, 1911. H. W. Shryock, president; C. L. Gregory, 1st vice-president; J. Rose 
Colby, 2d vice-president; Ida Migbell, 3d vice-president; Caroline Grote, secretary; W. J. Harrower, 
R. R. secretary; W. E. Herbert, treasurer. 

Members of the Executive Committee. 

The numbers at the right indicate the attendance and the expenses of the meeting. 

1854. Lucius Loring, D. Wilkins, D. Brewster. 

1855. Simeon Wright, C. E. Hovey, D. E. Trimper. 
1857. D. S. Wentworth, J. L. Hodges, I. Stone, Jr. 

1859. P. P. Heywood, L. M. Cutcheon, Simeon Wright. 

1860. L. M. Cutcheon, E. C. Delano, O. Springstead. 

1861. Isaac Stone, Edwin C. Hewett, William Baker. 

1862. J. B. Kerr, W. H. Haskel, Samuel L. Heslet. 

1863. James Johonnot, S. H. White, P. P. Heywood. 

1864. W. W. Davis, Edwin C. Hewett, W. Woodford. 

1865. J. F. Eberhart, Edwin C. Hewett, I. D. Low. 

1866. J. M. Gow, Andrew M. Brooks, Robert Allyn. 



382 THE EDUCATIONAL HISTORY OF ILLINOIS 

1867. Henry L. Boltwood, W. H. V. Raymond, M. Andrews. 6L $13.80. 

1868. Edwin C. Hewett, E. W. Coy, E. A. Gastman. 180. $87.50. 

1869. S. M. Etter, W. A. Jones, D. S. Wentworth. 189. $108.05. 

1870. William B. Powell, I. S. Baker, James H. Blodgett. 208. $86.05. 

1871. J. E. Dow, J. A. Sewall, S. M. Etter. 120. $71.80. 

1872. Henry L. Boltwood, Aaron Gove, William B. Powell. 116. $76.30, 

1873. John Hull, E. L. Wells, Robert AUyn. 

1874. Leslie Lewis, Alfred Harvey, J. H. Freeman. 231. $126.50. 

1875. S. A. Forbes, J. F. Everett, M. Andrews. 345. $151.35. 

1876. Robert AUyn, C. I. Parker, Francis Hanford. 170. $198.96. 

1877. 0. S. Westcott, N. C. Dougherty, E. A. Haight. 141. $173.55. 

1878. Joshua Pike, T. J. Burrill, James Hannan. $155.90. 

1879. John Hull, W. H. Smith, J. H. Loomis. 85. $144.10. 

1880. P. R. Walker, Charles L Parker, Samuel Harwood. 209. $116.65. 

1881. C. E. Mann, A. F. Nightingale, M. L. Seymour. 176. $217.25. 

1882. A. R. Sabin, Joseph Carter, S. B. Hood. 282. $487.81. 

1883. James Hannan, J. H. Brownlee, George E. Knepper. 265. $353.36. 

1884. S. M. Inghs, 0. S. Cook, William Brady. 204. $349.44. 

1885. O. S. Cook, S. Y. Gillan, Emil Dapprich. 406. $288.75. 

1886. A. G. Lane, F. N. Tracy, W. Y. Smith. 334. $304.19. 

1887. W. H. Hatch, J. M. Bowlby, David Felmley. 287. $575.77. 

1888. W. S. Mack, J. W. Hays, Ann C. Anderson. 363. $294.88. 

1889. 0. E. Latham, Flora Pennell, J. H. Collins. 431. $432.50. 
18S0. WilHam Jenkins, Laura Hazle, T. C. Clendenen. 593. $561.30. 

1891. T. C. Clendenen, Geo. C. Miner, Cora E. Lewis. 613. $509.35. 

1892. George F. Miner, Cora E. Lewis, William C. Payne. 711. $1,010.98. 

1893. Cora E. Lewis, William C. Payne, M. Moore. 537. $703.72. 

1894. William C.Payne, M. Moore, Mrs. Lida B. McMurry. 826. $937.03. 

1895. M. Moore, Mrs. Lida B. McMurry, A. V. Greenman. 815. $1,217.58. 

1896. Mrs. Lida B. McMurry, A. V. Greenman, W. L. Steele. 1,007. $1,515.83. 

1897. A. V. Greenman, W. L. Steele, Mrs. Ella F. Young. 1,145. $987.70. 

1898. William L. Steele, Miss Martha Buck, David Felmley. 1,028. $1,228.68. 

1899. Miss Martha Buck, David Felmley, E. G. Cooley. 1,024. $1,029.13. 

1900. David Felmley, E. G. Cooley, Miss Elizabeth L. Howes. 1,138. $1,624.32. 

1901. E. G. Cooley,- Miss Elizabeth L. Howes, Henry W. Shryock. 1,238. $1,225.62. 

1902. Miss Elizabeth L. Howes, Henry W. Shryock, C. M. Bardwell. 1,166. $1,284.75. 

1903. Henry W. Shryock, C. M. Bardwell, Cora M. Hamilton. 1,487. $1,405.38. 

1904. C. M. Bardwell, Cora M. HamUton, B. E. Nelson. 909. $1,454.27. ~ 

1905. Cora M. Hamilton, Edmund J. James, D. B. Parkinson. 1,166. $1,295.40. 

1906. D. B. Parkinson, Edmund J. James, M. A. Whitney. 1,100. $1,261.55. 

1907. M. A. Whitney, Edmund J. James, Frank D. Thomson. 1,292. $1,080. 

1908. S. B. Hursh, F. D. Thompson, J. E. Wooters. 

1909. F. D. Thompson, J. E. Wooters, John E. Miller. 1,063. $1,115.00. 

1910. J. E. Wooters, John E. Miller, E. C. Rosseter. 5,555. $1,809.58. 

1911. John E. Miller, E. C. Rosseter, M. G. Clark. 

There have been but three railroad secretaries: Homer Bevans, 1887-96; William C. Payne, 
1896-1901; Edward C. Rosseter, 1901-7. 

SOUTHERN ILLINOIS TEACHERS' ASSOCIATION. 

The man who is credited with the initial move for the organization of the Southern 
Illinois Teachers' Association is G. W. Smith, County Superintendent of Schools, 
Clay county. In the summer of 1881 he issued a call for the teachers of Southern 



THE EDUCATIONAL HISTORY OF ILLINOIS 383 

Illinois to meet at Flora on the 16th of August of that year, for the purpose of con- 
sidering the advisability of effecting the organization of such an association. On 
the day designated several teachers met at Flora. Mr. Smith was chosen chairman 
of the meeting, and J. F. McKibben, of Marion, was made secretary. 

After a free discussion of the subject by a number of prominent teachers it was 
unanimously agreed that the interests of education in Southern Illinois demanded 
the organization of an association whose meetings should be more accessible to the 
teachers of that portion of the State than those of the State Association. 

On motion of J. W. Henninger, a committee consisting of one from each of the 
counties represented at the meeting was appointed to formulate a plan of action. 
This committee consisted of the following persons: N. L. Scovell, Jasper county; 
J. W. Henninger, Fayette county; RoUin Smith, Marion county; A. M. Elliott, 
Wayne county; M. L. Sabin, Clay county. 

The committee reported to the meeting a series of resolutions giving a reason 
for the organization of the new association, assuring the State Association that there 
was no spirit of rivalry in the enterprise, urging the educational people to give it 
cordial support, and recommending that a committee of three be appointed to make 
arrangements for the first meeting. The temporary officers were made the per- 
manent officers. 

Pursuant to the arrangements made by the executive committee the first meeting 
of the Southern Illinois Teachers' Association convened at Flora on the 29th of 
December, 1881. 

Superintendent George H. Smith called the meeting to order. B. F. Shipley 
was elected secretary. A committee was appointed to draft a constitution and 
by-laws for the government of the association. The committee presented its report 
at a later session and it was adopted. 

The following officers were elected for the ensuing j^ear: President, Dr. Robert 
AUyn; vice-presidents, S. M. Inglis and C. F. Stratton; recording secretary, E. A. 
Bryan; financial secretaries, S. M. Scovell and J. W. Henninger; treasurer, George 
W. Smith; executive committee — George L. Gu}', B. F. Shipley, John Washburn, 
J. B. Ward, and W. E. Mason. 

The resolutions adopted by the association constituted an educational platform 
on which the teachers were agreed and which could be widely disseminated through 
the territory of the membership, through the assistance of the press, and which would 
tend to awaken an educational sentiment favorable to better schools and better 
teachers. 

The names of the leading participants indicate who were prominent teachers in 
that portion of the State thirty years ago. In addition to those mentioned there 
were J. F. Arnold, long a county superintendent in Jasper county; Superintendents 
Vest, of Bond; Mann, of Effingham; Patterson, of Saline; Harris, of Jasper. And 
"there were others." An interesting event of the meeting was an address by 
W. H. H. Adams, president of the Illinois Wesleyan University, at Bloomington. 
President Adams was a popular speaker on any theme and was well known in 
Illinois college circles to the time of his death, which occurred several years later. 

The second meeting of the association was held in Vandalia, and began August 



384 THE EDUCATIONAL HISTORY OF ILLINOIS 

30, 1882. Dr. AUyn, the president-elect, presided. In the absence of the secretary, 
Prof. D. B. Parkinson was elected to fill his place. The practical character of the 
discussions is indicated in the themes: " What Have the Schools of Southern Illinois 
Accomplished This Last Year and What Is Needed for Their Improvement?" 
" Practical Education and Business Methods in Country Schools," "School Appli- 
ances and School Libraries, " " Qualifications of School Officers," " Qualifications of 
teachers." Prominent among the speakers were B. G. Roots, of Tamaroa; Charles 
F. Stratton, S. M. Inglis, J. F. Norton, D. B. Parkinson, S. G. Burdick, G. L. Guy, 
George W. Smith, President John Washburn, John Hull. 

The officers elected for the ensuing year were: President, S. M. Inglis; vice- 
presidents, J. H. Brownlee and G. L. Guy; recording secretary, Anna L. Jackson; 
corresponding secretary, D. B. Parkinson; treasurer, Nannie B. Anderson; financial 
secretaries, F. B. Abbott and J. F. Norton; executive committee, J. W. Hen- 
ninger, Robert Pence, E. S. Clark, G. W. Smith and John Trainer. 

The association was now well launched. A group of intelligent men and women 
would henceforth care for its interests. The subsequent meetings with the officers 
follow : 

1883. Carbondale. President and other officers as above with the exception of one of the 
financial secretaries. R. A. Haight was elected to fill his place and John T. Bowles was elected rail- 
road secretary. 

1884. CentraHa. President, E. E. Edwards; vice-presidents, J. W. Henninger and D. B. Park- 
inson; recording secretary, Etta L. Elam; corresponding secretar)^ R. A. Haight; treasurer, George 
L. Guy; executive committee — S. M. Inglis, E. W. Mills, J. T. Bowles. 

1885. Greenville. President, J. W. Henninger; vice-presidents, L. H. Deneen, J. P. Slade, 
Martha Buck, A. P. Manley, Bertha Kitchell, J. A. Arnold, W. B. Davis; recording secretary, S. G. 
Burdick; railroad secretary, Mrs. J. T. Bowles; treasurer, George L. Guy; executive committee — S. 
B. Hood, John Martin, Miss Clem Cole. 

1886. Du Quoin. President, James P. Slade; vice-presidents, Mrs. H. M. Smith, John W. 
Wood, S. E. DeHaven, G. E. Ayres, L. S. Kilbourn; secretary, 0. J. Bainum; treasurer, L. Messick; 
executive committee — D. B. Parkinson, George L. Guy, J. C. Burns. 

1887. Chester. President, George L. Guy; vice-presidents, George W. Powell, T. W. McDon- 
ough, C. P. T\Tiite, James McQuilkin, S. B. Hood, Mrs. H. M. Smith; secretary, J. G. Smith; treasurer. 
Miss Martha Buck; executive committee — R. B. Anderson, R. B. Thacker, J. C. Burns. 

1888. Nashville. President, J. C. Burns; vice-presidents, all county superintendents present; 
secretary, Julia A. Sebastian; treasurer, Martha Buck; executive committee — T. C. Clendenen, 
W. J. Hoffman, Miss A. C. Anderson. 

1889. Cairo. President, S. B. Hood; vice-presidents, T. C. Clendenen, Mrs. H. M, Smith; 
financial secretaries, John W. Wood, David Caruthers; treasurer. Miss Inez Green; corresponding 
secretary, Miss Ann C. Anderson; recording secretary. Miss Ethel Spriggs; executive committee — ■ 
G. L. Guy, S. M. IngHs, Miss Julia McNeil. 

1890. Carmi, President, T. C. Clendenen; vice-presidents, D. B. Parkinson, Miss Hanna; 
recording secretary, Clara B. Stephenson; corresponding secretary, C. P. White; financial secretaries, 
Mrs. P. A. Tavlor and Miss Ann C. Anderson; executive committee — Julia McNeil, C. H. Kamman, 
J. H. Lane. 

1891. Mount Vernon. President, J. H. Lane; vice-presidents, J. C. Storment, Mrs. G. B. Mur- 
rah; recording secretary. Miss Ida A. Swan; financial secretaries, Arthur Oehler and Miss Martha 
Buck; corresponding secretary. May A. Sowers; treasurer, T. J. McDonough; executive committee — 
M. N. McCartney, Charles L. Manners, Miss Inez I. Green. 



THE EDUCATIONAL HISTORY OF ILLINOIS 385 

1892. East St. Louis. President, M. N. McCartney; vice-president, Martha Buck; recording 
secretary, Mrs. H. M. Smith; financial secretaries, J. T. Campbell and C. D. Threlkeld; corresponding 
secretary, Mollie Connelly; treasurer, Arthur Oehler; executive committee — Charles L. Manners, 
George L. Guy, Arista Burton. 

1894. Effingham. President, Charles L. Manners; vice-president, R. B. Anderson; recording 
secretary. Miss Lou Nichols; corresponding secretaries, James M. Osborne, Miss May Slimpert; 
treasurer, E. E. Van Cleve; executive committee — D. B. Parkinson, F. C. Dever, Miss Ida Huckle- 
berry. . " 

1895. Metropolis Cit3^ President, D, B. Parkinson; vice-presidents, Miss Miriam Rhodes and 
W. J. Lackey; corresponding secretary, J. E. Wooters; recording secretar}^, Louise Baumberger; 
treasurer, E. E. Van Cleve; executive committee — I. A. Smothers, T. J. McDonough, Miss Sarah 
Whittenberg. 

1896. Murphysboro. President, I. A. Smothers; vice-presidents, S. E. Ramsey and Rose A, 
Marion; treasurer, Robert B. McKee; corresponding secretary, Minnie Ferrell; recording secretary, 
Mrs. J. J. Baker; executive committee — J. E. Wooters, T. J. McDonough. 

1897. Mt. Carmel. President, J. E. Wooters; vice-presidents, H. M. Aiken and James E. Job; 
treasurer, W. S. Booth; corresponding secretary. Miss Josie Gross; recording secretary. Miss May 
Robertson; financial secretaries, J. E. Ramsey and J. B. Bundy; executive committee — T. J. Mc- 
Donough, W. R. Kimzey, E. E. Van Cleve. 

The meeting at Mt. Carmel was held the last of June instead of the last of August, as had been 
the custom since the organization of the association. 

1898. Belleville. President, E. E. Van Cleve; vice-presidents, T. J. Youngblood and D. J. 
Underwood; treasurer, H. W. Hostetler; recording secretary, May Robertson; corresponding secretary, 
Josephine E. Gross; financial secretaries, M. M. Beeman and F. A. Parkinson; executive committee — • 
I. N. Mather, W. S. Booth, Walter Kimzey. 

At this meeting the association departed from its usual custom in that it recognized a county 
superintendents' section. The officers of this section were: President, Walter R. Kimzey; secretary, 
Mrs. H. M. Smith; executive committee — S. J. Burdick, W. A. Robinson, Miss S. J. Whittenberg. 

1899. Carbondale. President, T. J. McDonough; vice-presidents, E. J. Underwood and Mrs. 
H. M. Smith; recording secretary. Miss Winnie Gaskins; corresponding secretary. Miss Jennie Gor- 
don; treasurer, J. M. Parkinson; financial secretaries, George Barringer and William Johnson; execu- 
tive committee — W. R. Kimzey, J. P. Merker and Miss Whittenburg. 

At this meeting the attendance reached approximately four hundred. This was the largest atten- 
dance in the history of the association. At previous meetings the attendance had varied from one 
hundred and fifty to about three hundred. 

1900. Mt. Vernon. President, John Snyder; vice-presidents, Mrs. H. M. Smith and W. W. 
Williams; recording secretary, M. T. Van Cleve; corresponding secretary. Miss Julia C. Errett; 
treasurer, John H. Hodge; financial secretaries, J. E. Whitchurch and Julia T. Morrison; executive 
committee — J. E. Ramsey, T. J. McDonough, M. N. Corn. 

The county superintendents held a session on one of the days of the meeting. 

1901. Du Quoin. President, D. J. Underwood; vice-presidents, J. H. Warmack, Frank Coles, 
Jr. ; recording secretary, Laura M. Truscott; corresponding secretary, W. R. Kimzey; treasurer, M. T. 
Van Cleve; financial secretaries, L. E. York and Sarah J. Whittenberg; executive committee — W. 
H. Shryock, T. J. McDonough, S. J. Curlee. The county superintendents also elected a full set of 
officers. 

The association also elected a library board of five members, whose duty is the encouragement 
of the library movement in Southern Illinois. 

1902. CentraHa. President, Miss Sarah J. Whittenberg; vice-presidents, J. M. Hill and J. D. 
Underwood; secretary, Frank Coles; executive committee — George Barrington, J. C. Whitchurch, 
Charles Hertel. This meeting was held the first week in April. 

1903. East St. Louis. President, J. E. Ramsey; vice-presidents, F. D. McKettrick and H. P. 
McRea; recording secretary. Miss M. E. Robertson; corresponding secretary, 0. D. Edwards; finan- 



386, THE EDUCATIONAL HISTORY OF ILLINOIS 

cial secretaries, A. E. Gilpin and W. "\V. Griffith; treasurer, J. W. Asbury; executive committee — 
G. Wham. John E. Miller, A. L. Bliss. 

The sessions were held April 2, 3 and 4. 

1904. Cairo. President, G. D. Wham; vice-presidents, J. W. Asbury and W. J. Blackard; 
recording secretary, Sarah J. Whittenberg; corresponding secretary, Oscar Marbury; financial secre- 
taries, Lillie Kell and Annie Hawkins; treasurer, J. A. Freeman; executive committee — J. E. Miller, 
T. C. Clendenen, W. S. Booth. 

1905. Olnev. President, Walter R. Kimzey ; vice-presidents, J. M. Hill and C. P. Boyer; treas- 
urer, W. S. Booth ; recording secretar}-, Sarah Conant ; corresponding secretary, Inez Brunston ; finan- 
cial secretaries, C. F. Easterday and R. Muckelroy; executive committee — S. E. Harwood, J. W. 
B arrow, John Snyder. 

1906. Marion. President, Edward S. Booth; vice-presidents, J. Oscar Marberry and J. W. 
Templeton ; recording secretary, Sarah Conant; corresponding secretary. Miss Lillian Baker; treasurer, 
Harry Tavlor; financial secretaries, F. F. Samms and J. T. Ellis; executive committee — C. F. Easter- 
day, Miss Lillie Gubelman, J. W. Asbury. 

1907. Benton. President, C. F. Easterday; vice-presidents. Otto Edwards and C. C. Denny; 
recording secretarv, Miss Sybil Kitchen; corresponding secretary. Miss Kate Spani; treasurer, A. E. 
Gilpin; financial secretaries, H. J. Alvis and W. A. Dickson; executive committee — R. 0. Clarida, 
H. M. Aiken and Miss Adda P. Wertz. 

1908. Anna. President, R. O. Clarida; vice-presidents, S. E. Harwood and Arthur Summers; 
recording secretarv, Harriett Berninger; corresponding secretary, Margaret Andrews; treasurer, 
Clarence Bonnell; financial secretaries, W. A. Spence and C. W. Hank; railroad secretary, H. W. 
Shr\-ock; executive committee — S. H. Bohn, W. 0. Brown, H. J. Alvis. 

1909. Du Quoin. President, S. E. Harwood; vice-presidents, Robert Pence and May S. Haw- 
kins; recording secretary, Harriett Berninger; corresponding secretary, Kate Cutter; financial secre- 
taries, Maurice Mudd and Guy Koonce; permanent railroad secretary, H. W. Shryock; executive 
committee — Robert Templeton, John Snyder, C. jM. Peak. 

1910. East St. Louis. President, John E. Miller; vice-presidents. Roy Wilkins and Elmer Van 
Arsdall ; recording secretarv. May S. Hawkins ; corresponding secretar}-, ]\Irs. Kate Chapman ; financial 
secretaries, Maurice A. Mudd and Guy Koonce;. treasurer, F. C. Prowdly; executive committee — 
W. S. Booth, Henry Eisenhart and Arthur E. Summers. 

1911. Carbondale. President, Robert B. Templeton; vice-presidents. H. F. McCrea.and Miss 
LilUan Gubleman; recording secretary, Miss May Hawkins; corresponding secretary, Miss Tillie 
Reither; financial secretaries. W. T. Felts and J. W. Asbury; treasurer, W. S. Van Cleve; executive 
committee — A. E. Summers, C. H. Dorris and J. A. Stevenson. 

The historian of the Sottthern lUinois Teachers' Association ^^•ill find his data in 
most admirable condition. The records of the association haA'e been admirably- 
kept. The scribes whose office it was to rescue the fleeting e^-ents of the meetings 
from oblivion have taken most commendable pride in their work. 

That the association has been of great benefit to the territory contributing to its 
membership can not be doubted. The discussions have been upon topics that are 
vital to the success of any system of education. The membership has not been 
large when compared with the other associations, but there are manifest advantages 
in such a condition. It has developed a group of educational speakers that are not 
surpassed in the other associations, if they are equaled. The same names constantly 
i-ecur in the record and the visitors to the educational meetings of Southern Illinois 
are impressed by the mtmber of very competent men who discuss liA'ing topics with 
marked freedom and ability. The association has adhered to the policy of holding 
its membership together in a general meeting instead of encouraging the formation 



THE EDUCATIONAL HISTORY OF ILLINOIS 387 

of sectional meetings. The county superintendents have held a single session in 
recent years on one of the days, but they are the only ones who have held departmental 
meetings. 

THE NORTHERN ILLINOIS TEACHERS' ASSOCIATION. 

The Northern Illinois Teachers' Association was organized in the parlors of the 
Julien House, at Belvidere, on the 9th of December, 1882. The movement arose 
from the feeling that the teachers of this portion of the State were not sufficiently 
supplied with meetings for the discussion of educational questions. 

Principal Elmer Ellsworth Brown, of South Belvidere, called a meeting of the 
teachers within a convenient distance from Belvidere to meet for the consideration 
of the advisability of organization. 

Principal Sherrill, of North Belvidere, called the meeting to order, briefly stated 
the object of the meeting and called for nominations for temporary president and 
secretary. Superintendent Stetson, of Rockford, and Principal Allen, of Marengo, 
were nominated and elected to the respective offices. On motion the president 
appointed the following committees: On constitution, Principals Allen and Sherrill, 
and Miss Langle}', of Belvidere; on nominations. Principal Brown, Superintendent 
McPherson, of Rockford, and Mr. Lambert, Miss Fox and Miss Franklin, of Belvi- 
dere. 

The committee on constitution reported at a later hour on the same day and its 
report was accepted. The .committee on nominations reported as the first per- 
manent officers of the association, Principal Sherrill, president; Superintendent 
Snyder, Freeport, vice-president; Principal Allen, secretary; Miss Srtiedley, Belvi- 
dere, treasurer; for executive committee, Superintendents Stetson and McPherson, 
of Rockford, and Walker, of Rochelle. 

Having selected Rockford and February 3 as the place and time for the opening 
meeting of the association, the meeting adjourned. 

For the first five years three meetings were held each year, the meetings occurring 
in January (except the first), April and September. At the October meeting of 1887, 
it was determined to hold but two meetings a year — in April and October. This 
arrangement was continued until the April meeting of 1905. At the October, 1904, 
meeting, John A. H. Keith, of the Northern Illinois State Normal School, moved 
the appointment of a committee to investigate the question of the reorganization 
of the association, the committee to report at the next meeting. The motion was 
carried and the chair appointed as members of the committee Mr. Keith, U. J. 
Hoffman, J. J. Allison, C. L. Phelps, and M. A. Whitney. This committee reported 
at the April, 1905, meeting as follows: 

1. Make two associations, namely: 

a. Northern Illinois Teachers' Association — Western Section. 

b. Northern Illinois Teachers' Association — Eastern Section. - 

2. Have one meeting a year for either section, in the fall, on successive weeks, and alternating 
from year to year. 

3. Have the whole of the present territory open to both sections for program material. 

4. Divide equally at the close of the Kankakee (1905) meeting all funds on hand between the 



388 THE EDUCATIONAL HISTORY OF ILLINOIS 

two organizations thus created. Also divide the student fund into equal parts and leave two student 
funds — one for each section. 

5. Let the above associations be supplemented by the organization of a "Superintendents' and 
Principals' Association," to meet once a year, to discuss topics relating to the administrative aspects 
of school work. 

6. In order that the above plan may be put into operation we recommend that the president 
of the Northern Illinois Teachers' Association appoint . two nominating committees to nominate 
officers for the two sections, and that he appoint a. committee of five to organize the Superintendents' 
and Principals' Association. 

The report of the committee was adopted. 

Therefore, beginning with the November, 1905, meetings, there have been two 
meetings of the association, one of each section, each 3^ear since. 

The histor)^ of the association may thus be divided into three periods, correspond- 
ing to the Hfe of the three plans of procedure. 

First Period. 

It is manifestly impossible within the limits of the work attempted in this volume, 
to present a real histor}^ of the work of this association. The times and/places of 
meeting and the names of the officers are deemed worthy of preservation, and where 
topics of unusual interest were discussed and new projects of real value were under- 
taken, some note will be taken of them. After a somewhat full history of these 
several associations had been prepared it was found necessary to reduce the matter 
very materially. 

1SS3. Rockford. February 3. In the absence of President Sherrill, elected at Belvidere, 
P. R. Walker was nominated to preside. He declined and nominated Superintendent McPherson, 
who was elected and presided over the deliberations of the association. 

Elgin. May 5. President, P. R. Walker; vice-president, E. E. Brown; executive committee — • 
C. C. Snyder, c' F. Kimball, C. J. Allen. 

Rochelle. September 29. President, E. E. Brown; vice-president, S. D. Baldwin; executive 
committee — A. J. Blanchard, E. C. Webster, A. W. McPherson. 

1854. Freeport. January 25. President, W. W. Stetson; vice-president, A. J. Blanchard; 
secretary, 0. P. Bostwick; treasurer, J. M. Piper; executive committee, C. C, Snyder; C. 0. Scudder, 
Dixon; H. C. Forbes, Polo. 

Dixon. April 26. President, R. L. Barton, Galena; vice-president, S. B. Wadsworth, Oregon; 
executive committee — E. C. Webster, Dixon; A. W. McPherson, Rockford ;S. B. Hursh, Mt. Carroll. 

Aurora. September 26. President, H. C. Forbes; vice-president, F. T. Oldt, Lanark; executive 
committee — W. B. Powell, Aurora; Leslie Lewis; O. F. Barbour, Rockford. 0. S. Cook, of the 
Town of Lake, made a plea for the establishment of a State Normal School in Northern Illinois. The 
suggestion met with enthusiastic endorsement. This appears to be the first public occasion on which 
this idea was made public. A committee was appointed to confer with members of the legislature 
on the subject. It consisted of 0. S. Cook, Leslie Lewis, and W. B. Powell. 

1855. Elgin. January 30. President, 0. F. Barbour; vice-president, Miss Emma Todd, 
Aurora; secretary, W. H. Ray, Hyde Park ; treasurer, F. T. Oldt, Lanark; executive committee ' — J. H. 
Freeman, P. R. Walker, S. B. Wadsworth. The committee on the Normal School for Northern 
Illinois reported and every teacher was urged to use his influence with members of the legislature 
to secure favorable action at the current session of that body. 

Rockford. April 24. President, C. F'. Kimball, Elgin; vice-president, J. L. Curts, DeKalb; 
executive conmiittee — P. R. Walker, Rockford; A. R. Sabin, Chicago; J. H. Freeman, Aurora. 



THE EDUCATIONAL HISTORY OF ILLINOIS 389 

The committee on the Normal School reported progress and was continued with directions to 
print and circulate literature to help the cause. 

Rochelle. September 25. President, J. H. Freeman; vice-president, S. B. Wadsworth, Oregon; 
executive committee — A. V. Greenman, Rochelle; H. H. Belfield, Chicago; S. J. Howe, DLxon. 

1SS6. Freeport. January 29. President, A. J, Blanchard, Sj^camore; vice-president, Emma 
J. Todd; secretary, W. H. Ray; treasurer and ex officio railroad secretary, W. H. Hatch, Rock Island; 
executive committee, C. C. Snj'der, F. T. Oldt and Miss Mary J. McPherson of Rockford. 

Elgin. April 23. President, C. C. Snyder; executive committee — W. H. Brydges, Elgin; 
0. F. Barbour, and Miss Mary Todd of Aurora. The secretary records that on the afternoon of the 
second day, "Ella Flagg Young, of Chicago, read a most remarkable paper on geography." 

Rockford. September 2-1. President, F. T. Oldt; vice-president, Fernando Sanford, Oregon; 
executive committee — P. R. Walker; J. H. Ely, Savanna; Leonora Franklin, Belvidere. 

1887. Aurora. January 28. President, S. B. Wadsworth; vice-president, E. C. Webster, 
Dixon; secretary, J. L. Curts, DeKalb; treasurer, C. J. Kinnie, Rockford; executive committee — 
J. H. Freeman, Emma J. Todd, A. V. Greenman. The subject of drawing was up at this meeting, 
the discussion being led by W. S. Mack, who was to become prominent in that connection 
later. 

Polo. April 29. President, A. V. Greenman, Rochelle ; vice-president, John T. Ray, Highland 
Park; executive committee— C. C. Snyder, Freeport; H. J. SherriU, Belvidere; Julia A Waterburv 
Polo. 

The evening lecture was given by J. L. Pickard, on " The New Education." Colonel Parker had 
come to Chicago and was stirring the profession. 

The constitution was so amended as to provide for two meetings a year instead of three. 

Princeton, October 7. President, A. Bayliss, Sterling; vice-president, Charles Riley, Aurora; 
executive committee — Miss Emma V. White, Princeton; County Superintendent James, Lee county; 
William Jenkins, Mendota. 

The Saturday sessions were given up to.the consideration of Manual Training, Mr. Mack having 
samples of work on exhibition, and to Gradation of our Country Schools, a subject that was more 
and more attracting attention because of the work that John Trainer had accomplished in Macon 
county. 

With this session there closes what has been called the first period in the history of the associa- 
tion—the Three- Meeting period. The attendance had not been large, often running at from fifty 
to three times that number — rarely more. The discussions had been admirable and the educational 
progress in this, portion of the State is so clearly reflected in these discussions — to say nothing of 
what. they may have contributed to that progress — that its history may be quite adequately written 
from the minutes of the meetings. At each meeting there have been three sessions — Friday even- 
ing and Saturday morning and afternoon. 

1888. Sterling. April 27. President, W. H. Ray, Hyde Park; vice-president, E. C. Rosseter, 
Geneseo; secretary and treasurer. Miss Ella Shauer; executive committee — Alfred Bayliss, Leslie 
Lewis and P. R. Walker. 

Rockford. October 12. President, W. S. Mack; vice-president, B. F. Hendricks, Morrison; 
executive committee — P. R. Walker, E. C. Rosseter, A. V. Greenman. 

A new departure was scored at this meeting in pursuance of the order of the preceding meeting. 
The association convened on Friday afternoon instead of on Frida}^ evening, and meetings of the 
various grade teachers were held in advance of the general meetings. This is the beginning of the 
section plan. Its popularity is attested by the fact that the attendance was three times that of the 
Sterling meeting. The era of large meetings begins at this time. 

1889. Aurora. April 25, 26. President, S. B. Hursh, Sterling; vice-president, J. L. Curts, 
Harvard; secretary and treasurer, Ella L. Jenks, Rockford; executive committee — Frank Hall, 
Aurora; Fernando Sanford, Englewood; S. W. Grimes, Nunda. 

On Saturday, Dr. Charles A. McMurry, of Evanston, made his appearance before the associa- 
tion for the first time. He was destined to be a familiar figure among the school men of Northern 



390 THE EDUCATIONALHISTORY OF ILLINOIS 

Illinois. Another name appears on the program for the first time — that of Frank H. Hall. He 
is to have a great career and to be more widely known in Illinois than anv other teacher. 

Englewood. October 11, 12. President, R. W. Burton, Polo; vice-president, Miss M. A. Todd, 
Aurora; secretar_y and treasurer, Miss E. L. Jenks, Rockford; executive committee — L. P. Good- 
hue, Englewood; O. B. Bostwick, Galena; E. C. Webster, Dixon. 

The overshadowing feature of this meeting was the great sorrow of the members because of the 
recent and untimely death of the lamented W. H. Ra5^ His name occurrs frequently in these 
records. He was a brilliant • scholar, an extraordinar}^ worker, and possessed those qualities as a 
teacher that lead to certain eminence. 

1890. Rock Island. April 25, 26. President, Frank H. Hall; vice-president, E. C. Webster; 
secretary and treasurer. Miss Lenore Franklin, Englewood; executive comraittee — S. S. Kemble. 
Rock Island; P. 0. Stiver, County Superintendent, Stephenson Count)'; Miss Mar^r Foote, Rockford. 

To the departments had now been added a Principals' and Cit)' Superintendents' Section and a 
County Superintendents' Section. 

Freeport. October 17, IS. President, 0. T. Bright, Englewood; vice-president, M. Quacken- 
bush, Dundee; executive committee — C, C. Snyder, J. H. Freeman, Miss Emma Stratford, Moline; 

The principle of compulsory education was declared to be one of the bulwarks of the social order 
and the association pledged itself to the support of a movement looking toward proper legislation 
to secure its application. 

1891. Elgin. i\pril 24, 25. President. W. H. Hatch, Moline; vice-president, Fernando San- 
ford, Lake Forest; secretar\-, Mrs. W. J. Helm, Freeport; treasurer, C. F. Philbrook, Lena; executive 
committee — M. R. Chambers, Galena; Sarah Robinson, Sycamore; H. F. Derr, Elgin. 

Aurora. October 16, 17. President, J. H. Freeman; vice-president, 0. F. Barbour; secretary, 
Miss Anna Andress, Nunda; treasurer, E. C. Page, Oregon; executive committee — A. V. Greenman, 
C. J. Kinnie, Anna I. Davis. 

1892. Ottawa. April 29, 30. President, M. Quackenbush, Dundee; vice-president. Principal 
Bishop, Rock Island; secretary, Miss Kittie H. Reynolds, Aurora; treasurer, J. H. Tear, Chicago; 
executive committee — J. 0. Leslie, Ottawa; John T. Bowles, Delvalb; Mary E. Corson, Sterling. 

Rockford. October 28, 29. President, S. S. Kemble, Rock Island; vice-president, Royal T. 
Morgan, Wheaton; secretary, Tom Ravens, Ottawa; treasurer, C. F. Philbrook; executive committee 
— Superintendent Derr, Elgin; 0. F. Barbour, Emma J. Todd. 

George Howland had recently dropped awa}' and the Committee on Resolutions expressed the 
sorrow of the association in the loss of so true a friend. The association again placed itself on record 
in denunciation of the attacks upon the compulsory law and urged the legislature to enact an efficient 
statute. 

The afternoon of Saturday' was devoted to the discussion of the " Needs and Demands of Northern 
Illinois for a Normal School." A committee consisting of P. R. Walker, A. G. Lane and P. O. Stiver 
was appointed to present the matter to the next General Assembly. One hundred dollars was voted 
to pay the expenses of the committee. 

1893. Freeport. April 28, 29. President, S. J. Kinnie; vice-president, H. F. Derr; secretary, 
Miss Addie Steele, Oregon; treasurer, John T. Bowles; railroad secretary, John H. Grossman; execu- 
tive committee — R. W. Burton, J. S. Zinser, Miss Anna Parmelee of Sterling. 

A change is noted in this meeting. The papers to be discussed at the general sessions were 
printed in advance and sent to the members for stud)^ before the meeting. 

The Friday evening lecture was delivered by President E. D. Eaton, Beloit College. 
It was ordered that the October meeting be omitted on account of the World's Fair. 

1894. Dixon. April 27. 28. President, J. K. Rassweiler, Downers Grove; vice-president, S. E. 
Beede, Mendota; secretary, Mrs. AHce Bridgeman, Polo; treasurer, J. T. Bowles, DeKalb; railroad 
secretary, E. G. Cooley, Aurora; executive committee — W. H. Williamson, Dixon; E. C. Smith, 
Dixon; N. D. Gilbert, Austin; Alice M. Vancil, Polo. 

The resolutions called for three new Normal schools, one of which should be located in northern 
Illinois. 



THE EDUCATIONAL HISTORY OF ILLINOIS 391 

Aurora. October 26, 27. President, P. O. Stiver, Freeport; vice-president, B. C. Caldwell, 
Moline; secretary, Miss Katherine Barber, Austin; railroad secretary. Jay C. Edwards, Amboy; 
treasurer, J. T. Bowles, DeKalb; executive committee — J. H. Freeman, A. V. Greenman, Aurora; 
O. T. Bright, Chicago ; Miss Edith Patten, Cortland. 

The Child Study movement is now on. A Child Study Department was added to the sections. 

A Board of Education Section was added to the association. 

1895. Joliet. April 26, 27. President, John W. Gibson, Sterling; vice-president, H. F. Derr, 
Elgin; secretary, Phebe Gardner, Aurora; railroad secretary, C. F. Philbrook, Rochelle; treasurer, 
J. T. Bowles, DeKalb; executive committee — W. Wirt, Ottawa; F. H. Hall, Waukegan; F. Tracy, 
Kankakee; W. H. Campbell, Joliet. 

The committee on Normal schools asked for the warm cooperation of the members in securing 
favorable action on the bills for two Normal schools then pending in the legislature. 

Elgin. October 25, 26. President, G. B. Harrington, Princeton; vice-president, W. A. Edwards; 
Rockford; secretary. Miss Amanda Elliott, Moline; treasurer, J. T. Bowles, DeKalb; railroad secre- 
tary, C. F. Philbrook, Rochelle; executive committee — F. H. Hall, Waukegan; H. F. Derr, Elgin; 
H. M. Slauson, Mohne. 

The Normal School movement having resulted in the securing of two new Normal schools the 
association passed a vote of thanks to P. R. Walker for his long campaign of six 3rears in a vigorous 
effort to secure this great result. Similarly, Col. I. L. Ellwood and Clinton Rosette of DeKalb were 
cordially thanked by the association for their labors to the same end. 

The attendance at this meeting was over eight hundred. 

1896. Ottawa. April 24, 25. President, W. H. Campbell, Joliet; vice-president, J. M. Bridg- 
man. Polo; secretary. Miss Julia Little, Downers Grove; treasurer, J. T. Bowles, DeKalb; railroad 
secretary, C. F. Philbrook, Rochelle; executive committee — C. W. Groves, Harvard; J. 0. Leslie, 
Ottawa; J. W. Coultas, Streator. 

Freeport. October 30, 31. President, Newell D. Gilbert, Austin; vice-president, J. E. Bangs, 
Pontiac; secretary, Cora Tinker, Elgin; treasurer, J. T. Bowles, DeKalb; railroad secretary, C. F. 
Philbrook, RocheUe; executive committee — H. M. Slauson, Moline; R. S. Page, Freeport; Cora 
Hamilton, Joliet. 

1897. Rock Island. April 22-24. President, H. M. Slauson, Moline; vice-president, W. J. 
Sutherland, Oregon; secretary, Helen S. Dickey, Rockford; treasurer, J. T. Bowles, DeKalb; railroad 
secretary, C. F. Philbrook, Rochelle; executive committee — 0. T. Bright, Chicago; J. H. Grossman, 
Lanark; Miss Anna Parmelee, Sterling. 

Streator. October 29, 30. President, J. O. Leslie, Ottawa; vice-president, Miss Emma Todd; 
Aurora; secretary. Miss Mary Entriken, Rock Island; treasurer, John T. Bowles; railroad secretary, 
C. F. Philbrook; executive committee — W. H. Hatch, Oak Park; J. M. Piper, Oregon; W. F. Roche- 
leau, Streator. ' ' 

The Committee on Resolutions recommended the appointment of a legislative committee to 
serve three years, one to be elected annually and that the executive committee be constituted in the 
same way. Carried. 

Resolutions recognizing the death of Hon. Newton Bateman and of J. K. Rassweiler were 
adopted. 

1898. Rockford. April 29, 30. President, Charles W. Groves, Dixon; vice-president. Royal 
T. Morgan, Wheaton; secretary, Miss Addie Headley, Streator; treasurer, John T. Bowles, DeKalb; 
railroad secretary, C. F. Philbrook, Rochelle; executive committee — C. M. Bardwell, Aurora; G. W. 
Horton, Dwight; Miss Hattie Morse, Rockford. 

La Salle. October 28, 29. President, D. B. Parker, Rockford; vice-president, G. N. Snapp, 
Lena; secretary. Miss May Slocum, Evanston; treasurer, J. T. Bowles, DeKalb; railroad secretary, 
C. F. Philbrook, Rochelle; executive committee — F. W. Tracy, Kankakee; G. W. Andrews, La Salle; 
Cora M. Hamilton, Pontiac. 

18199. Dixon. April 27-29. President, G. W. Andrew, La Salle; vice-president, A. D, Curran, 
Bristol; secretary, Miss May Slocum, Evanston; treasurer, W. J. Sutherland, Oregon; railroad secre- 



392 THE EDUCATIONAL HISTORY OF ILLINOIS 

tary, C. F. Philbrook, Rochelle; executive committee — R. G. Yotmg, Rock Island; H. N. Baldwin, 
Dixon; Mrs. Ella A. Hubbard, Joliet. 

The Committee on Resolutions recommended that "The minimum requirement of those who 
seek to teach should be graduation from a three-year high school and one year of Normal school 
training." Also, 

"We hail with delight the prospect of the opening of the Northern Illinois State Normal School, 
at Delvalb, early in September." And, 

"We hereby pledge the president and teachers who may be elected our hearty and unqualified 
support, and we will as individuals and as an association do all we can to advance the interests of this 
institution and make it, if possible, the highest type of Normal school in this count^)^" 

DeKalb. October 26-28. President, F. N. Trac}^ Kankakee; vice-president, A. Ebersole, 
Fulton; secretary, Hattie A. Moore, Moline; treasurer, W. J. Sutherland; railroad secretary, C. F. 
Philbrook, Rochelle; executive committee, I. F. Edwards, Amboy; W. H. Hatch, Oak Park; Florence 
Clark, DeKalb. 

The new Normal school had opened its doors to students about six weeks before the meeting. 
This was its house-warming. 

General theme, "The Normal School Idea." 

Papers printed in advance: "What Should the Normal Expect from the Teachers of Northern 
Illinois," President John W. Cook, DeKalb; "The Public's View of Normal Schools," Hon. C. S. 
Cutting, Austin; "What the Teachers of Northern Illinois Expect from the Normal School," N. D. 
Gilbert, DeKalb. 

The sessions were devoted to the discussion of these papers. 

The meetings were now becoming so large as to be somewhat unwieldy-. It was therefore deter- 
mined to divide the territory on the line of the C. & N. W. R. R., holding the October meetings in 
the north division and the April meetings in the south. 

1900. Aurora. April 26-28. President, I. F. Edwards, Dixon; vice-president, Mrs. Ella Flagg 
Young, Chicago; secretary. Miss Mary R. Potter, Normal School, DeKalb; treasurer, W. J. Suther- 
land, Oregon; railroad secretary, C. F. Philbrook, Rochelle; executive committee — William J. Cox, 
Moline; Miss Emma A. Ford, Aurora; W. R. Foster, Mendota. 

General Subject, "Industrial Training as a Factor in Education." 

The Friday evening address was given by J- Liberty Tadd, Director of Public Industrial Art 
School, Philadelphia. 

The thoroughness of the discussion may be inferred by such topics as the following : ' ' Industrial 
Training as a Social Factor," Prof. F. A. Manny, Oshkosh Normal School; "The Pedagogical Basis 
of Industrial Training," Dr. George E. Vincent, University of Chicago. 

Freeport. October 25-27. President, W. J. Cox, Moline; vice-president, C. W. Hart, Wood- 
stock; secretary, Mary R. Potter, DeKalb; treasurer, W. J. Sutherland, Oregon; railroad secretary, 
C. F. Philbrook, Rochelle; executive committee — C. A. McMurry, DeKalb; R. L. Page, Freeport; 
Mrs. C. F. Dracus, Englewood. 

General Subject; "Schoolhouse Architecture and Schoolhouse Decoration." 

1901. Moline. April 25-27. President, M. A. Whitney, Elgin; vice-president, J. N. Adee, 
Sycamore; secretary, Miss Emma F. Stratford, DeKalb; treasurer, W. S. Wallace, Savanna; railroad 
secretary, C. F. Philbrook, Rochelle; executive committee — H. A. Hollister, Sterling; J. H. Heil, 
Moline; A. D. Curran, Bristol. 

General subject; "Sociological Teaching in Elementary Schools." 

Elgin. October 24-26. President, J. M. Frost, Hinsdale; vice-president, A. J. Snyder, Belvi- 
dere; secretary, Emma F. Stratford, DeKalb; railroad secretary, C. F. Philbrook; treasurer, W. S. 
Wallace, Savanna; executive committee — -John A. Long, Streator; S. E. Raines, Freeport; C. E. 
Mann, St. Charles. 

General subject; "The Language Arts." 

1902. Ottawa. April 24-26. President, C. W. Hart, Woodstock; vice-president, S. J. Fergu- 
son, Rock Island; secretary. Miss Maude Chamberlain, DeKalb; treasurer, W. S. Wallace, Savanna; 



THE EDUCATIONAL HISTORY OF ILLINOIS 393 

railroad secretary, C. F. Philbrook, Rochelle; executive committee — John A. Keith, DeKalb; W. A. 
Furr, Ottawa; S. M. Abbott, Polo. 

General subject: "History." 

Rockford. October 23-25. President, Royal T. Morgan, Wheaton; vice-president, H. A. Hol- 
lister. Sterling; secretary, S. F. Parson, DeKalb; treasurer, A. W. Hussey, Geneseo; railroad secre- 
tary, C. F. Philbrook; executive committee — Herbert B. Hayden, Rock Island; Jennie W. Clute, 
Kankakee; John J. Allison, Joliet. 

General subject: "Ethics and the School." 

Never in the history of the association was so much feeling exhibited as in this meeting. The 
first of the resolutions offered by the committee gives a hint as to its character: "Resolved, That 
the influence of this remarkable meeting will be to make us renew our efforts to save to our beloved 
commonwealth the wayward children in whom the fatality of an unfortunate heredity, the lack of 
wholesome parental discipline, or the evil influences of bad associations have largely neutralized the 
regenerating influence of the school." 

Judge Richard S. Tuthill, of the Juvenile Court, Chicago, spoke on "The Problem of the Delin- 
quent Boy." In the evening the subject was continued in an address by Dr. Graham Taylor, of the 
Chicago Commons. On motion of Superintendent Bright, the association appropriated $150 to the 
work of the Commons. The Saturday session was devoted to the discussion of the printed papers. 

1903. DeKalb. April 23-25. President, H. H. Kingsley, Evanston; vice-president, H. D. 
Thompson, Moline; secretary, S. F. Parson, DeKalb; treasurer, A. W. Hussey; railroad secretary, 
C. F. Philbrook; executive committee — O. J. Kern, Rockford; J. C. Hanna, Oak Park; H. H. Kings- 
ley, ex officio. 

General subject: "The Relation of Education to Occupation." 

A resolution expressing the sorrow of the association on account o£ the death of M. Quacken- 
bush was adopted. He was for seventeen years a county superintendent and a member of the associa- 
tion from its organization. 

Joliet. November 5-7. President, C, E. Mann, Batavia; vice-president, S. J. Ferguson, Rock 
Island; secretary, S. F. Parson, DeKalb; treasurer, A. W. Hussey, Geneseo; railroad secretary, A. J. 
Snyder, Belvidere; executive committee — J. J. Allison, Joliet; C. M. Bardwell, Aurora; Mrs. Maude 
Jaycox, Rockford. 

General subject: "Application of Business Methods to Education." 

A Drawing and Manual Arts Section was added to the sections. 

The closing resolution in the report of the committee was as follows: "Resolved, That in the 
untimely death of Mr. Fred Smedley, head of the Child Study Department of the Chicago Schools, 
the American child has lost a warm friend and the cause of scientific education one of its most ardent 
and effective exponents." 

1904. Evanston. October 27-29. President, U. J. Hoffman, Ottawa; vice-president, J. B. 
Russell, Wheaton; secretary, S. F. Parson, DeKalb; treasurer, A. W. Hussey, Geneseo; railroad sec- 
retary, H. H. Kingsley, Evanston; executive committee — B. F. Hendricks, Morrison; Effie M. Pike, 
Oak Park; B. D. Parker, Rockford. 

General subject; "The Child and the Man of the Twentieth Century." 

1905. Kankakee. April 27-29. President, C. M. Bardwell, Aurora; vice-president, E. J. Kel- 
sey, Elgin; secretary, S. F. Parson, DeKalb; treasurer, J. R. Freebern, Piano; railroad secretary, 
H. H. Kingsley, Evanston; executive committee — F. N. Tracy, Kankakee; S. E. Raines, Freeport; 
Miss Lucretia Allen, DeKalb. 

General subject: "The Course of Study." 

With this meeting the second period of the association came to a close. As was stated on an 
earlier page, the two-meeting plan was radically changed at this meeting. The April meeting was 
abandoned. The attendance at the meetings of the association had become so great as to make the 
entertainment of the members a grave problem. As was stated, the association now divides into two 
sections, the Eastern and the Western. 

1905. Western Section. Dixon. October 26-28. President, W. S. Wallace, Savanna; vice- 



394 THE EDUCATIONAL HISTORY OF ILLINOIS 

president, 0. F. Barbour, Rockford; secretar_v, S. F. Parson, Delvalb; railroad secretary, B. F. Hen- 
dricks, Morrison; treasurer, L. A. Mahoney, Franklin Grove; executive committee — S. J. Ferguson, 
Rock Island; F. D. Haddock, Polo; Miss Flora Guiteau, Freeport. 

The general subject: "History." 

Eastern Section. Aurora. November 3-4. President, John A. Long, Streator; vice-president, 
R. G. Jones, Harvard; secretary, S. F. Parson, DeKalb; treasurer, J. R. Freebern, Piano; railroad 
secretary, H. H. Kingsley, Evanston; executive committee — J. Stanley Brown, Joliet; Newell D. 
Gilbert, DeKalb; C. L. Phelps, Aurora. 

General subject: "Educational Significance of Motor Training." 

1906. Eastern Section. Streator. October 26-27. President, J. Stanley Brown, Joliet; vice- 
president, W. R. Foster, Mendota; secretary, S. F. Parson, DeKalb; treasurer, L. F. Wentzel, Batavia; 
railroad secretary, C. M. Bardwell; executive committee — G. W. Conn, Jr., Woodstock; R. K. Row, 
Berwyn; John A. Long, Joliet. 

General topic for discussion: "History from the Side of Experience." 

1906. Western Section. Freeport. November 2, 3. President, S. J. Ferguson, Rock Island; 
vice-president, John Hay, Mt. Carroll; secretary, S. F. Parson, DeKalb; treasurer, C. E. Joiner, 
Rochelle; railroad secretary, B. F. Hendricks, Morrison; executive committee — S. E. Raines, Free- 
port; Czarina Giddings, Rockford; Claude Brown, Princeton. 

Friday subject: "Geography — As Viewed from the Commercial Side; As Viewed from the 
Humanitarian Side." 

1907. Western Section. Mohne. October 24-26. President, S. E. Raines, Freeport; vice- 
president, O. E. Tavlor, East Dubuque; secretary, S. F. Parson; treasurer, C. E. Joiner. Rochelle; 
railroad secretary, E. T. Austin, Sterling; executive committee — H. E. Brown, Rock Island; J. N. 
Adee, Batavia; 0. W. Hoffman, Lanark. 

Thursday evening — President's address: "A Study of the Views of Fifty Superintendents 
Respecting the Needs of the Schools." 

General subject: "Effective Living." 

Eastern Section. University of Chicago. November 1, 2. President, G. W. Conn, Jr., Wood- 
stock; vice-president, Jesse L. Smith, Highland Park; secretary, S. F. Parson, DeKalb; treasurer, 
L. F. Wentzel, Batavia; railroad secretary, CM. Bardwell; executive committee — John A. Long, 
Joliet; Wilbur S. Jackman, Chicago; Newell D. Gilbert, DeKalb. 

General topic for the session: "Nature Stud)^ and Geography." 

1908. Western Section. Rockford. October 29-31. President, H. E. Brown, Rock Island; 
vice-president, F. U. White, Galva; secretary, S. F. Parson, DeKalb; treasurer, 0. T. Smith, Savanna; 
executive committee — Cyrus Grove, Freeport; B. F. Birkbeck, Galena; H. S. Magill, Princeton. 

Topic presented and discussed: "Education for Effectiveness." 

Eastern Section. Joliet. November 6, 7. President, I. N. Adee, Batavia; vice-president, 
C. H. Root, Morris; secretary, S. F. Parson, DeKalb; treasurer, L. F. Wentzel, Batavia; railroad 
secretary, C. M. Bardwell; executive committee — A. V. Greenman, Aurora; N. D. Gilbert, DeKalb; 
Otis W. Caldwell, Chicago. 

General subject: " Moral and Religious Education in the Public Schools." 

1909. Western Section. Galena. October 28-30. President, Cyrus Grove, Freeport; vice- 
president, W. L. German, Polo; secretary, S. F. Parson, DeKalb; treasurer, O. F. Smith, Savanna; 
executive committee — V. G. Mays, Dixon, for three years. 

General topic: "Morals and Manners — 1, In the School room; 2, In the Community; 
3, In the Profession." 

Eastern Section. Elgin. November 5, 6. President, M. G. Clark, Streator; vice-president, 
F. L. Miller, Harvey; secretary, S. F. Parson, DeKalb; treasurer, L. F. Wentzel, Batavia; executive 
committee — N. D. Gilbert, DeKalb; Otis W. Caldwell, Chicago; Jesse L. Smith, Highland Park. 

General topic: " Moral and Religious Training in the Public Schools — 1, Through the Content 
of the Studies; 2, Through Manual and Domestic Arts; 3, Through Play; 4, Through the Social 
Element in School Organization; 5, Through the Teacher as a Constructive Moral Force." 



THE EDUCATIONAL HISTORY OF ILLINOIS 395 

In memoriam: Superintendent A. V. Greenman, C. M. Bardwell, W. H. Hatch, P. R. Walker. 

The loss of the lamented A. V. Greenman, so long the superintendent of the West Aurora schools, 
was most keenly felt by the members of the association. He was one of the most active members, 
and his beautiful character, his charming personality, his rare skill as a superintendent and his ines- 
timable value as a citizen united to make him a notable figure in the educational work of the State. 

1910. Western Section. LaSalle. October 27-29. President, B. L. Birkbeck; vice-president, 
H. V. Baldwin, Dixon; secretary, S. F. Parson, DeKalb; treasurer, J. B. Wallace, Savanna; executive 
committee — L. A. Fulwider, Freeport; member for two years, H. B. Hayden, Rock Island; member 
for three years. Myrtle Renwick, Galena. 

Addresses: "The New Immigrant and the New Problem," Dr. Edward A. Steiner, Grinnell, 
Iowa; "The Education of the Disposition for Work," Dr. William L. Bryan, Universit}^ of Indiana; 
" Child Welfare Agencies outside the School," President G. Stanley Hall, Worcester, Mass.; "Playing 
the Game," Dr. George H. Vincent, University of Chicago; " Moral Education," G. Stanley Hall; 
"Industrial Education," G. Stanley Hall; "Products of Education," Dr. W. C. Bagley, University 
of Illinois. 

The association adopted a resolution pledging the warm support of the members to the State 
Normal Schools and urging upon the General Assembly the necessity of increasing their facilities by 
making appropriations for additional buildings. A similar resolution was adopted with respect to the 
School of Education at the State University. 

Eastern Section. University of Chicago. November 4, 5. President, F. M. Richardson, 
Chicago Heights; vice-president, Edna Keith, Joliet; secretary, S. F. Parson, DeKalb; treasurer, 
H. A. Dean, Elburn; executive committee — Otis W. Caldwell, Jesse L. Smith, Charles A. McMurry. 

General subject: "The Place of the Concrete in Education — 1. In Manual, Industrial, and 
Fine Arts. 2. In History, Geography, and Elementary Science. 3. Use of Excursions in a Public 
School System; Excursions to Industrial Centers, Museums, and Schools. 4. Historical Aspects 
of the Concrete in Education. 5. Utilitarian and other Aspects of Education." 

A visit to the Art Institute, under the direction of Prof. George Breed Zug, University of Chi- 
cago, Superintendent Jesse L. Smith, Highland Park, and the officers of the Art Institute. 

A visit to the Field Museum, under the direction of Dr. Charles A. McMurry and the officers 
of the Field Museum. 

1911. Western Section. Dixon. October 26-28. President, L. A. Fulwider, Freeport; vice- 
president, L. A. Mahoney, Rochelle; secretar}^, S. F. Parson; treasurer, H. L. Chaplin, Sterling; 
executive committee — member for three years, J. B. McManus, LaSalle. 

General topic : "Education a Preparation for Citizenship." 

Eastern Section. November 3, Patten Gymnasium, Northwestern University; November 4, 
FuUerton Hall, the Art Institute, Chicago. President, Luther A. Hatch, DeKalb; vice-president, 
Janet L. Steele, Evanston; secretar}^, S. F. Parson, DeKalb; treasurer, C. E. Douglas, Aurora; execu- 
tive committee — Jesse L. Smith, Charles A. McMurry, John Calvin Hanna. 

General topic: "History and the Drama." 

Frida)'- evening, a dinner at Hull House, an address by Jane Addanis and a play by the Hull 
House Players. For those who preferred there were special arrangements for the members to hear 
Mrs. Fiske, in her new pla5^ 

The Saturda}' program at Fullerton Hall: ''The Place of the Theater in Modern Education," 
Richard Burton, Universit)'- of Minnesota; "The Art of Pla}^ -going, " Miss Alice Huston; "The Prob- 
lem of the Playwright," Langdon Mitchell, the author of Mrs. Fiske 's play. 

Owing to the death of the president, Luther A. Hatch, the vice-president presided. The section 
meetings were omitted. 

This was the most unique educational meeting ever held in Illinois. 

No other association has attempted so persistent and connected a stud}^ of education. The plan 
of printing its papers in advance has enabled it to utilize the labors of some of the most eminent 
educational writers in the country, as their presence was not always needed at the meetings where 
their papers were discussed. This plan has also resulted in the production of a permanent educational 



396 THE EDUCATIONAL HISTORY OF ILLINOIS 

literature which is contained in the successive pamphlets. The two associations have united in the 
support of a third — the Superintendents" and Principals' Association, which meets annually at the 
Northern Illinois State Normal School, and which has pursued for year after year the single topic 
of the development of a course of study on a scientific basis. Its matter for discussion -Rdll be exhibited 
in the account of its history. 

The aggregate attendance at the meetings of the association has amounted to some two thousand 
or more annually. 

SUPERINTENDENTS' AND PRINCIPALS' ASSOCIATION OF NORTHERN 

ILLINOIS. 

This is a small association of specialists in education. As it undertook the most 
systematic stud}- of school administration ever tmdertaken by an}- organization of 
teachers in Illinois it is fitting that some record shottld be made of its organization 
and work. 

At a meeting of the Northern Illinois Teachers' Association held at EA'anston, 
October 27-9, 1904, Mr. John A. Keith, of the Northern Illinois State Normal School, 
mo^-ed that a committee of five or seven be appointed by the chair to investigate 
the matter of the reorganization of the Northern Illinois Teachers' Association. 
After considerable discussion the motion was carried. The chair appointed' as the 
members of this committee, John A. Keith, chairman; Cotmty Superintendent U. J. 
Hoftman, J. J. Allison, C. L. Phelps, M. A. ^^aiitney. 

Notice was given by Mr. Keith that at the next meeting of the association an 
amendment to the constitution would be offered that would embody the report of the 
committee on reorganization. 

At a meeting of the Northern Illinois Teachers' Association, held at Kankakee, 
April 27-9, 1905, the above committee made the following report: 

1. Make two associations, namely: 

a. Northern Illinois Teachers' Association, Western Section. 

b. Northern Illinois Teachers' Association, Eastern Section. 

Let the di\-iding line be the north and south line between Boone and Winnebago counties, but 
this line is not to be held as absolute by either section. 

2. Have one meeting a year of each section in the fall vrith the times so arranged that the 
meetings shall fall on successive weeks and alternating from year to year. 

3. Have the whole of the present tenitor}^ open for program material to both sections. 

4. Di^-ide equallv at the close of the Kankakee meeting all funds on hand between the two 
associations thus created. Also di\-ide the Student Fund into two equal parts and have two Students' 
Funds — one for each association. 

5. Let the above associations be supplemented by a "Superintendents' and Principals' Associa- 
tion," to meet once a year to discuss topics relating to administrative aspects of school work. 

6. In order that the above plan may be put into operation we recommend that the president 
of the Northern Illinois Teachers' Association appoint two nominating committees, to nominate 
officers for the two sections, and that he appoint an executive committee of five to organize the Super- 
intendents' and Principals' Association. 

The report of the committee was adopted. 

The executive committee appointed to complete the said organization was: 
NeweU D. Gilbert, DeKalb, chairman; Amia Renz, Ottawa; G. W. Conn, Jr., Wood- 
stock; Gerard T. Smith, Moline; Ellis U. Graff, Rockford. 



THE EDUCATIONAL HISTORY OF ILLINOIS 397 

The executive committee held three meetings and planned the organization as 
follows : 

BY-LAWS. 

1. This organization shall be known as the Superintendents' and Principals' Association of 
Northern Illinois. 

2. Any person engaged in school supervision ' may become a member of this association by 
paying an annual fee of one dollar. 

3. The officers of this association shall be president, vice-president, secretary, treasurer and 
railroad secretary, and shall be elected annually. There shall also be an executive committee of three. 
At the first meeting of the association one member shall be elected for one year, one for two years 
and one for three years ; thereafter one member shall retire each year and his successor shall be elected 
to serve three years. All officers shall be chosen to serve until their successors shall be elected. 

4. The association shall hold one raeeting annually at the DeKalb Normal School, on the first 
Friday and Saturday of May. 

5. These by-laws may be amended at any meeting, such an amendment having been presented 
in writing at the first session of the meeting, acted upon at the closing session, and having received 
a two-thirds vote of the members present. 

Pursuant to the authority given to the committee the following officers were chosen for the first 
session:. President, P. R. Walker, Rockford; vice-president, U. J. HofEman, Ottawa; secretary, Miriam 
Besly, Waukegan; treasurer, E. T. Austin, Sterling; railroad secretary, H. H. Kingsley, Evanston. 

The topic selected for the first meeting was " The Course of Study." The purpose was a deliber- 
ate and thorough survey of the course of study in the light of modern child-study and psychology. 
A committee of seven was appointed to prepare an outline course of study. This committee consisted 
of the following: W. H. Hatch, chairman. Oak Park; G. T. Smith, Moline; W. S. Wallace, Savanna; 
W. A. Furr, Jacksonville; John A. Keith, DeKalb; John D. Long, Streator; and R. K. Row, Berwyn. 

This committee prepared the First Year Book of the association and had printed an edition of 
two thousand. This was assumed to be a much larger number than the membership would need, 
but it was hoped that it would be made a careful subject for study by many groups of teachers and 
that criticisms of a profitable character would thereby result. It is expected that this first year 
book will lead to a persistence of this important subject until the association shall have worked it 
through. 

The First Year Book is a pamphlet of twenty pages. The first session of the association for the 
discussion of the course of study therein outlined was held at the Normal school, in DeKalb. About 
one hundred superintendents and principals were present. As an indication of the character of the 
work of the association it should be said that the Year Book is divided into two parts: 

Part One. "The Scientific Basis of the Course of Study." 

Part Two. "An Outline Course of Study for the First Two Years of School Life." 

The second meeting of the association was held in DeKalb, at the State Normal School, May 
3, 4, 1907. The Second Year Book was prepared by the Committee of Seven, consisting, this year, 
of W. H. Hatch, Oak Park, chairman; John A. Long, Joliet; John A. Keith, Normal; M. G. Clark, 
Streator; U. J. Hoffman, Springfield; A. V. Greenman, Aurora, ex officio ; N. D. Gilbert, DeKalb, 
ex officio. 

' The officers for the year 1907 were: A. V. Greenman, Aurora, president; E. T. Austin, Sterling, 
vice-president; Edith S. Patten, DelCalb, secretary; 0. F. Barbour, Rockford, treasurer; Jesse L. 
Smith, Highland Park, railroad secretary; executive committee — Newell D. Gilbert, DeKalb, chair- 
man; John A. Long, Gerard T. Smith, Peoria. 

The theme of the Year Book was "An Outline Course of Study on a Scientific Basis." The size 
of the pamphlet was materially increased, containing forty-four pages. 

Part One deals with "Fundamental Principles." 

Part Two discusses "Psychological Principles Underlying a Course of Study Especially Appli- 
cable to the Primary Period." 



398 THE EDUCATIONAL HISTORY OF ILLINOIS 

Part Three discusses "Psychological Principles Underlying a Course of Study Especially Appli- 
cable to the Intermediate Period." 

As before, the time of the association was devoted to the discussion of the matter presented in 
the Year Book. 

The third meeting of the association was held at the Normal school, in DeKalb, May 15, 16, 
1908. The Committee of Seven consisted of the same members as in 1907 with the exception of 
Mr. Hatch. In his stead was D. P. MacMillan, of Chicago. E. T. Austin was advanced to the chair- 
manship of the committee. 

The officers of the association were: E. T. Austin, president; H. B. Hayden, Rock Island, vice- 
president; Edith S. Patten, secretary; 0. F. Barbour, treasurer; Jesse L. Smith, railroad secretary; 
executive committee — John A. Long, chairman; G. W. Conn, Jr., F. W. Nichols, South Evanston. 

The general topic is the same as that of the two preceding Year Books. The Year Book for 1908 
is of the same size as that of the preceding year. As before, the time was spent in the discussion of its 
presentations. The special sub-theme was "The Organization of the Material Suitable to this Period 
into Thought Worlds." 

Courses of study in History, Geography, Nature, Handwork, English and Arithmetic were 
presented in the Year Book and were carefully discussed. "The Psychology of Adolescence," and 
"The Spiritual Nature of Man in a System of Education by Adjustment," were the additional topics. 

The fourth meeting of the association was held at the Normal school, in DeKalb, April 30 and 
May 1, 1909. 

The Committee of Seven that prepared the Fourth Year Book consisted of M. G. Clark, Streator, 
chairman; John A. Long, Joliet; Otis W. Caldwell, Chicago; G. W. Conn, Jr., Woodstock; E. T. 
Austin, Sterling; D. A. Tear, Chicago; H. E. Brown, Rock Island. 

The officers of the association for 1909 were: John A. Long, Joliet, president; J. N. Adee, Batavia, 
vice-president; Edith S. Patten, DeKalb, secretary; S. J. Ferguson, Rock Island, treasurer; C. J. 
Byrne, Ottawa, railroad secretary; executive committee — George W. Conn, Jr., chairman; F. W. 
Nichols, D. A. Tear. 

The Fourth Year Book had expanded into a pamphlet of sixty pages. The general theme is still 
the same — "Outline Course of Study on a Scientific Basis." The sub-themes are: "Period of Early 
Adolescence," "Pedagogical Principles," "The Psychology of Adolescence," "Practical Considera- 
tions," "Suggested Courses in Nature, History, Geography, Language, Mathematics and the Manual 
Arts." 

The attendance at the meetings of the association is about one hundred, practically all of whom 
are engaged in supervisory work. The discussions are continued throughout the meeting. They 
are very critical and often exceedingly animated. 

The fifth meeting of the association was held at the Normal school, in DeKalb, May 6, 7, 1910. 

The Committee of Seven, that prepared the Fifth Year Book, consisted of D, A. Tear, Chicago, 
chairman; John A. Long, Chicago; Walter Sargent, Chicago; G. W. Conn, Jr., Woodstock; M. G. 
Clark, Streator; H. E. Brown, Rock Island. 

The officers of the association for 1910 were: G. W. Conn, Jr., president; R. G. Jones, Kewanee, 
vice-president; Edith S. Patten, secretary; S. J. Ferguson, treasurer, and Warren Hubbard, Soman- 
auk, railroad secretary; executive committee — F. W. Nichols, D. A. Tear, C. M. Bardwell. 

The topic of the Year Book remained the same as the preceding. The sub-topic was " Motor 
Activity." The following are section heads which indicate the way in which the general subject was 
treated: "General Information on Motor Activity in Education," "The Needs of Society and the 
Child," "Psychology of Motor Activity," "The Pedagogy of Motor Activity," "The Course of 
Study." 

The sixth meeting of the association was held at the Normal school, in DeKalb, May 5, 6, 1911. 

The Committee of Seven, that prepared the Sixth Year Book, was composed of D. A. Tear, 
chairman; H. A. Bone, Batavia; M. G. Clark, R. G. Jones, Jesse L. Smith, Ira B. Meyers, Chicago; 
C. W. Whitten, DeKalb. 

The officers of the association for 1911 were: R. G. Jones, president; A. M. Blood, vice-president; 



THE EDUCATIONAL HISTORY OF ILLINOIS 39^ 

Luther A. Hatch, secretary; W. W. Coultas, treasurer; J. H. Light, railroad secretary; executive 
committee — D. A. Tear, chairman; C. M. Bardwell, Jesse L. Smith. 

The special topic of the meeting was "Elementary Science." The Year Book was discussed 
with the accustomed vigor and thoroughness. 

As is shown above, there have been six meetings of this association, all of which 
have been devoted to the discussion of carefully prepared articles on the different 
aspects of the same general subject. The Year Books were all printed and dis- 
tributed in advance of the meeting and were therefore studied by the members in 
preparation for their discussion. The interest has steadily increased and there seem 
to be years of promise for the association. The Year Books have been prepared 
by expert educationists. The discussions have been conducted by the best talent 
available in a territory rich in universities and special pedagogical schools. There 
seems sufficient warrant, therefore, to declare that there has never been in Illinois 
an educational association that has given itself so seriously and so persistently to the 
study of educational questions. The names of the members indicate to whom the 
credit belongs. 

It is obvious that so small an association can not meet the expenses incident 
to publication of its Year Book. As it is the child of the Northern Illinois Teachers' 
Association the two sections of that body aid it to the extent of $150 a year. 

THE CENTRAL ILLINOIS TEACHERS' ASSOCIATION. 

The first meeting of this association was held in Bloomington on March 13 and 
14, 1885. The meeting was called to order by Principal Knepper, of Peoria. The 
following officers were elected: President, County Superintendent B. C. Aliens- 
worth, Pekin; vice-president, Superintendent J. H. Stickney, Knoxville; treasurer, 
Superintendent E. A. Gastman, Decatur; Secretary, Nettie E. Waugh, Peoria. The 
committee that arranged the exercises for the first meeting consisted of Superintendent 
John H. Tear, Delavan; Principal Knepper, Peoria; Superintendent Hubbard, 

Pontiac. 

Second Meeting. 

Peoria. March 12, 13, 1S86. President, County Superintendent James Kirk, Woodford county; 
vice-president, M. Moore; secretary, Rebecca Ma}^, Pekin; treasurer, E. A. Gastman; executive com- 
mittee — W. L. Steele, Galesburg; J. R. Munger, Peoria; R. J. Barton; railroad secretary, R. R. 

Reeder. 

Third Meeting. 

Danville. March 25, 26, 1887. President, John H. Tear; vice-president. County Superintendent 
J. A. Goding; secretary, ' Carrie Rich, Macomb; treasurer, George Knepper; executive com- 
mittee — E. R. Boyer, M. Moore, R, R. Reeder. 

Fourth Meeting. 

Galesburg. March 16, 1888. President, E. R. Boyer; vice-president, John T. Bowles; secre- 
tary, Emily Hayward; treasurer, J. D. Benedict; executive committee — J. D. Mercer, Joseph R. 

Harker, Edward Bangs. 

Fifth Meeting. 

Jacksonville. March 15, 16, 1889. President, W. L. Steele; vice-president, Sarah E. Raymond; 
secretary, Lottie E. Jones; treasurer, John D. Benedict; executive committee — A. C. Butler, J. T. 
Bowles, J. C. Scullin. 



400 THE EDUCATIONAL HISTORY OF ILLINOIS 

Sixth Meeting. 

Quincy. March 21, 22, 1890. President, A. C. Butler, Beardstown; vice-president, Miss Lyde 
Kent, Jacksonville; secretary, A. C. Rishel, Gibson; treasurer, John D. Benedict, Springfield; railroad 
secretary, S. H. Trego, Quincy; executive committee — Mrs. Marv H. Sweeney, Bloomington; John 
T. Ray, Springfield; David Felmley, CarroUton. 

Seventh Meeting. 

University of lUinois. March 20, 21, 1891. President, J. A. Mercer, Peoria; vice-president, 
Julia Burns, Quincy; secretary, Miss F. A. Hague, Galesburg; treasurer, John D. Benedict, Spring- 
field; executive committee — John W. Henninger, Charleston; J. S. Cannon, Monmouth; J. F. McCul- 
lough, Springfield. 

Eighth Meeting. 

Decatur. March 18, 19, 1892. Pi;psident, J. W. Henninger, Charleston; vice-president, Miss 
MoUie O'Brien, Peoria; secretary. Miss Nora Smith, Tuscola: treasurer, John D. Benedict, Spring- 
field; executive committee — M. Moore, Beardstown; S. C. Ransom, Galesburg; L. H. Griffith, 
Danville. 

Ninth Meeting. 

Monmouth. March 31-April 1, 1893. President, M. Moore, Beardstown; vice-president. Miss 
Louise Baumberger, Charleston; secretary', Mrs. Nora Smith Crawley, Tuscola; treasurer, J. J. Wil- 
kinson, Springfield; executive committee — James C. Burns, Monmouth; J. R. Harker, Jacksonville; 
Miss Minnie Bishop, Clinton. 

Tenth Meeting. 

Illinois State Normal University. March 23, 24, 1894. President James C. Burns, Monmouth; 
secretary, Miss Rose Pfeiffer, Peoria; treasurer, J. A. Mercer, Peoria; executive committee — C. M. 
Bardwell, Canton; H.. A. Foster, Pontiac; J. A. Kerrick, Paris. 

At this meeting, for the first time, appeared the Round-Table Meetings of the various 
grades, and of the County Superintendents. 

Eleventh Meeting. 

Peoria. March 15, 16, 1895. President, C. M. Bardwell,- Canton; vice-president, James A. Ker- 
rick, Paris; secretary, Mrs. Mary E. Sykes, Monmouth; treasurer, J. A. Mercer, Peoria; railroad 
secretary, J. L. Robertson, Peoria; executive committee — J. H. Collins, Springfield; L. H. Griffith, 
Danville ; David Felmley, Normal. 

Twelfth Meeting. 

Danville. March 27, 28, 1896. President, J. H. Collins, Springfield; vice-president, E. B. 
Smith, Normal; secretary, Margaret R. Maynard, Canton; treasurer, J. A. Mercer, P.eoria; railroad 
secretary, T. M. Jeffords, Vermont; executive committee — J. W. Hays, Urbana; C. R. Tombaugh, 
Pontiac; F. D. Jordan, Shelbyville. 

Thirteenth Meeting. 

Galesburg. March 26, 27, 1897. President, J. W. Hays, Urbana; vice-president, C. E. De- 
Butts, Pontiac; secretary. Miss Mamie Bunch, Tuscola; treasurer, J. A. Mercer, Peoria; railroad 
secretary, T. M. Jeffords, Winchester; executive committee — J. D. Shoop, Paris; Charles A. Mc- 
Murrjr, Chicago; F. D. Thompson, Galesburg. 

General topic, ''Training for Citizenship." 

At this meeting, for the first time, the leading papers were printed for distribution with the 
program. 



THE EDUCATIONAL HISTORY OF ILLINOIS 401 

Fourteenth Meeting. 

Jacksonville. March 25, 26, 1898. President John D. Shoop, Paris; vice-president, Burt E. 
Nelson, Lewiston; Secretary, Miss Hallie Chalfant, Monmouth; railroad secretary, T. M. Jeffords, 
Winchester; treasurer, J. A. Mercer, Peoria; executive committee — David Felmley, Arnold Tomp- 
kins, H. W. Veach. 

Fifteenth Meeting. 

Quincy. March 24, 25, 1899. President, David Felmley, Normal; vice-president, Hugh Weston, 
Jacksonville; secretary, Gertrude R. Chapin, Galesburg; railroad secretary, T. M. Jeffords, Win- 
chester; executive committee — W. R. Hatfield, Pittsfield; H. J. Barton, Champaign; B. F. Armitage, 
Mattoon. 

Sixteenth Meeting. 

Champaign, March 23, 24, 1900. President, W. R. Hatfield, Pittsfield; vice-president, F. D. 
Thompson, Galesburg; secretary, M. E. Medora Schaeffer, Bloomington; railroad secretary, T. M. 
Jeffords, Winchester; treasurer, J. A. Mercer, Peoria; executive committee — H. J. Barton, Cham- 
paign; H. L. Roberts, Farinington; H. S. Magill, Jr., Springfield. 

An interesting episode: Dr. E. C. Hewett, in behalf of the association, presented to E. A. Gast- 
man, for forty years superintendent and teacher in the schools of Decatur, a set of Warner's Literature 
of the World. The occasion was one of great interest, Mr. Gastman being held in the highest esteem 
by the members of the association. Letters of regret because of their inability to be present were 
received from President John W. Cook, DeKalb, for forty-nine years a close friend of Mr. Gastman; 
froin Charles L. Capen, of Bloomington, who had served with him for many years on the Board of 
Education of the State; from Superintendent A. G. Lane, of Chicago; from Ex-State Superintendent 
Raab, Belleville, and from M. L. Seymour, and C. C. VanLiew, California. 

The following resolution was unanimously adopted : 

Where.\s, The Central Illinois Teachers' Association had for one of its earliest organizers, workers 
and presidents, the late Emanuel R. Boyer ; and 

Whereas, He was an earnest friend of our association and an earnest worker in the cause of edu- 
cation: therefore be it 

Resolved, That in his untimely death we sincerely mourn the loss of an honored member and 
a steadfast friend of our association, and one who had proved himself a powerful factor for good in our 
State. 

Seventeenth Meeting. 

Decatur. March 29, 30, 1901. President, Herbert J. Barton, University of Illinois; vice- 
president, E. R. Sturtevant, Monmouth; secretary, Caroline Grote, Pittsfield; treasurer, J. A. Mercer, 
Peoria; railroad secretary, H. C. McCarrel, Griggsville; executive committee — H. L. Roberts, Farm- 
ington; H. S. McGill, Jr., Springfield; E. A. Gardner, Paxton. 

Eighteenth Meeting. 

Peoria. March 21, 22, 1902. President, H. L. Roberts, Farmington; vice-president, L. H. 
Griffith, Danville; secretary, Jessie Bullock, Champaign; treasurer, J. A. Mercer, Peoria; railroad 
secretary, H. C. McCarrel, Pana; executive committee — ^ Frank Hamsher, Urbana; E. A. Fritter, 
Normal; J. L. Robertson, Peoria. 

Nineteenth Meeting. 

Bloomington, March 27, 28, 1903. President, Frank Hamsher, Urbana; vice-president, T. M. 
Kilbride, Springfield; secretary, Cora F. Stone, Galesburg; treasurer, J. A. Mercer, Peoria; railroad 
secretary, H. C. McCarrel, Pana; executive committee — J. L. Robertson, Peoria; J. K. Stableton, 
Bloomington; W. J. Sutherland, Charleston. 

The attendance at this meeting was slightly in excess of two thousand, probably the largest 
meeting that had thus far been held. 
26 



402 THE EDUCATIONAL HISTORY OF ILLINOIS 

Twentieth Meeting. 

Danville. March 25, 26, 1904. President, F. D. Thomson, Galesburg; vice-president, B. E. 
Nelson, Lincoln; secretary, Anna Barbre, Taylorville; treasurer, J. A. Mercer, Peoria; railroad sec- 
retary, W. H. D. Meier, Griggsville; executive committee — J. K. Stableton, Bloomington; C. E. 
DeButts, Pontiac; M. J. Holmes, Normal. 

A resolution expressing warm appreciation of the signal services that President Andrew Sloan 
Draper has rendered to the State and of sincere regret at his removal to New York was adopted 
b}' the association. 

The usual section meetings were held. 

Twenty-first Meeting. 

Peoria. March 31, April 1, 1905. President, J. K. Stableton, Bloomington; vice-president, 
J. R. Sparks, CarroUton; secretary, Kate McGorry, Decatur; treasurer, J. A. Mercer, Peoria; 
railroad secretary, W. H. D. Meier, Havana; executive committee — L, H. Griffith, Danville; W. N. 
Brown, Peoria; W. F. Boyes, Galesburg. 

The following resolution was unanimously adopted : 

"Whereas, In the death of Edwin C. Hewett, Ex-President of the State Normal University 
and one of the founders of this association, Illinois has lost one of the most forceful and highly esteemed 
of her educational leaders. His services lay in every field of educational effort. As a teacher for 
thirty-two years in an institution which he helped to make the leading Normal school of his time, 
as a clear and vigorous speaker from the platform, as the author of one of the most widely read books 
of its day dealing with the quahfications and work of teachers, as a trusted adviser of educational 
councils of the nation, and especially through the influence of his transparent honesty and his hatred 
of shams and his sincere Christian life, he produced a profound impression upon all with whom he 
came in contact. 

"Resolved, That we express our appreciation of his great work and our admiration for his character 
and that we extend herewith to his family our sincere sympathy." 

It was ordered that the resolution, accompanied by a floral design, be sent to the family 

Twenty-second Meeting. 

Galesburg. March 23, 24, 1906. President, L. H. Griffith, Danville; vice-president, J. H. 
Browning, Canton; secretary. Miss Laura Hazel, Macomb; treasurer, J. A. Mercer, Peoria; railroad 
secretary, W. H. D. Meier, Havana; executive committee — J. K. Stableton, Bloomington; 
W. F. Boyes, Galesburg; L. M. Castle, Springfield. 

Twenty-third Meeting. 

Jacksonville. March 22, 23, 1907. President, W. J. Sutherland, Macomb; vice-president, 
T. W. V. Everhart, Mason City; secretary. Miss Eva Sherman, Danville; treasurer, J. A. Mercer, 
Peoria; railroad secretary, W. H. D. Meier, Havana. Directors: C. R. Vandervoort, Peoria; E. A. 
Gardner, Paxton; G. H. Howe, Normal; F. U. White, G^lva; Lillian H. Deming, Geneseo. (These 
directors also served the preceding year when this feature T,vas introduced.) Executive committee — 
C. E. DeButts, Pontiac; W. A. Furr, Jacksonville; M. M. Cook, Lewistown. 

Twenty-fourth Meeting. 

Quincy. March 27, 28, 1908. President C. E. DeButts, Pontiac; vice-president, T. M. Kil- 
bride, Springfield; secretary, Ruth A. David, Canton; treasurer, W. N. Brown, Peoria; railroad sec- 
retary, W. H. D. Meier, Havana; executive committee — W. A. Furr, Jacksonville; Jas. W. Roberts, 
Jerseyville; N. J. Hinton, Quincy. Directors: David Felmley, W. F. Boyes, Cora F. Hamilton, Wil- 
liam Wallace, S. W. Ehrman. 



THE EDUCATIONAL HISTORY OF ILLINOIS 403 

Twenty-fifth Meeting. 

Decatur. March 19, 20, 1909. President, W. A. Furr, Jacksonville; vice-president, N. J. Hin- 
ton, Quincv; secretary, Leona P. Bowman, Decatur; treasurer, W. N. Brown, Peoria; railroad secre- 
tary, W. H. D. Meier, Havana; executive committee — George H. Howe, Chas. H. Watts, S. H. 
Heidler. 

Twenty-sixth Meeting. 

Normal. March IS, 19, 1910. President, George H. Howe, Normal; vice-president, G. P. 
Randle, Mattoon; secretary, Eva B. Batterton, Petersburg; treasurer, W. N. Brown, Peoria; railroad 
secretarv, Warren Tavlor, Springfield; executive committee — Chas. H. Watts, Urbana; J. T. Gale, 
Beardstown; H. H. Edmunds, Clinton. 

Twenty-seventh Meeting. 

Peoria. March 17, IS, 1911. President, Charles Mcintosh, Monticello; vice-president, H. L. 
Kessler, Chatsworth; secretary, Emily Sunderland, Delavan; treasurer, Howard B. Beecher, Peoria; 
railroad secretary, Warren Taylor, Springfield; executive committee — H. B. Wilson, Decatur; W. C. 
Herbert, Pontiac; J. G. Moore, Lexington. 

THE MILITARY TRACT EDUCATIONAL ASSOCIATION. 

At the close of one of the sessions of the Central Illinois Teachers' Association, 
held in Quinc^^ March 27-8, 1908, a number of people met in the Vermont street 
Methodist Church for the purpose of organizing a Military Tract Teachers' Associa- 
tion. Experience had taught that when the meetings of the Central Illinois Asso- 
ciation were held in the eastern part of the State the teachers from the western 
portion could not attend in any considerable number, and when the meetings were 
held in the west the eastern teachers were similarly conspicuous by their absence. 
This led to the feeling that a new organization was advisable. It was long ago 
discovered that it is easier to carry such opportunities to the people than it is to 
induce them to go to any great effort to secure them. These conditions led to the 
formation of the new teachers' association. 

Prof. S. B. Hursh, of Macomb, was made chairman of the meeting, and Mr. 
S. H. Trego, secretary. On motion of J. R. Rowland, of Avon, it was decided to 
proceed with the suggested organization. On motion of Prof. W. J. Sutherland, 
A. R. Smith, of Quinc}', was elected president for the ensuing year. On motion of 
S. H. Trego, Miss Caroline Grote was elected secretary for the same period. 

The president was instructed to appoint an executive committee of three mem- 
bers who should determine the time and place of holding the first meeting, arrange 
a program, draft a constitution for the consideration of the association at the first 
regular meeting, and to make such other aiTangements as were necessary to make 
the meeting and the association a success. 

The executive committee thus appointed consisted of Prof. W. J. Sutherland, 
F. D. Thompson, Galesburg, and D. B. Rawlins, of Quincy. Later, Professor 
Sutherland removed from Macomb and Prof. J. T. Johnson was appointed as his 
successor. 

The meeting adjourned to meet at the place and, time to be selected by the execu- 
tive committee. 



404 THE EDUCATIONAL HISTORY OF ILLINOIS 

The first annual meeting of the association was held in Galesburg, October 22-4, 
1908. Nearlv one thousand people were present at the opening of the meeting. 
The speakers at the first general session were President David Felmley, of the Illinois 
State Normal University, President Lewis B. Fisher, of Lombard College, and Presi- 
dent Alfred Bayliss, of the Western Illinois State Normal School. As an indication 
of the themes that were then occupying the minds of teachers it may be noted that 
President Felmley discussed the ctilture value of so-called practical studies and 
President Fisher took issue with him at certain points, the two representing, in a way, 
the historical conflict. President Bayliss explained certain portions of the work 
of the Educational Commission, that wisely chosen body of workers, in the main, 
but doomed to disappointment because of the extreme conservatism of the law- 
making body. 

The second session of the association was held on Friday evening. The speaker 
of the evening was Dr. George E. Vincent, of the University of Chicago. His theme 
was " The Duty of the School." 

The third session was held on Saturday forenoon. President Bayliss' theme of 
the day before — the Certification of Teachers — had been made a special topic 
for further discussion. It was historicalh' interesting as showing the attempts 
of the best thought of the school men on the commission on the matter of the exam- 
ination of teachers. The superannuated and outgrown method to which so many 
of the school men of Illinois cling, with a singular tenacity seems predestined to 
immortal life in this State, although in nearly all progressive communities it has 
long since been discarded. Little interest seemed to have been awakened by the 
discussion, however, indicating an unhappy apathy concerning a most important 
subject. 

Dr. W. C. Bagley was on the morning program and dealt with a vital subject — 
"Waste in Education." It should be said once for all that the addition of Dr. 
Bagley to the educational forces of Illinois is a historical event well worthy of record. 
The theme indicates the practical character of his thinking. His treatment elicited 
a warrn discussion. It would be insti-uctive to discover, if it were possible, the 
outcome in terms of acttial saving accomplished by such luminous discussions. 

If one may judge from the records, the leading spirits of the meeting, in addition 
to those already named, were Assistant State Superintendent U. J. Hoftman; W. L. 
Steele, Superintendent of the Galesburg schools; Professor Bonser and Professor 
Hursh, of the Western Normal School; Miss Taylor, long identified with the Gales- 
burg Training School for Teachers. 

The association adopted the system of section meetings so long in use in the other 
associations. It is safe to say that experience has satisfied the educational people 
of the wisdom of this method of specialization. 

The interest of the historian lies in the topics considered and the members who 
discussed them. These two items of intelligence serve to reveal the subjects that 
are to the fore in the minds of teachers and show who have persisted in the work 
of teaching for a sufficient time to have opinions of value and to have won the con- 
fidence of the educational public. 

The second meeting of the association was also held in Galesburg. It had chosen 



THE EDUCATIONAL HISTORY OF ILLINOIS 405 

the pleasant month of October for its gathering. An attendance of eleven hundred 
indicated the interest in self-improvement on the part of the teachers in the Military 
Tract. The date of the meeting was October 22, 23, 1909. The president was F. D. 
Thompson, of the Springfield High School. The other officers were Superintendent 
F. U. White, Galva, vice-president; Miss Pearl Larramore, Aledo, secretary; Super- 
intendent M. M. Cook, Lewistown, treasurer; executive committee — Superin- 
tendent G. T. Smith, Peoria; Prof. F. G. Bonser, Macomb; County Superintendent 
F. J. Ferguson, Rock Island. 

The general sessions seems to have been given to addresses more inspirational 
in their character rather than to a critical discussion of those topics which suggest 
an advance into new territory. Prof. F. A. Barbour, of the State Normal College 
at Ypsilanti, was one of the imported speakers, and it would be difficult to find a more 
suitable man to deal with that aspect of the teacher's work. Dr. A. E. Winship, 
of Boston, who has large vogue in the West, made his appeal to the teachers in the 
interests of the bo}'s. An effort was made to arouse a new interest in library work 
by the preparation of an address by Miss Edna Lyman, of Oak Park. 

It was at this session of the association that the constitution and by-laws, over 
which there had been no little discussion, were finally adopted, and the organization 
was finally completed. 

The third meeting of the association was held at Macomb, October 20-23, 1910. 
The officers of the association were : 

President, G. T. Smith, Peoria; vice-president, L. J. McCreery, Rushville; secre- 
tary. Miss Pearl Larrance, New Windsor; treasurer, M. M. Cook, Lewistown; execu- 
tive committee — F. G. Bonser, Macomb; S. J. Ferguson, Rock Island; F. U. White, 
Galva. 

This was the first meeting in the Western Illinois State Normal School. Superin- 
tendent Blair discussed the effect of the study of literature on the formation of 
character; Miss Emma A. Church, of the Normal Art School, Chicago, talked of 
Art as a Factor in Training for Service; Dr. C. H. Judd, Director of the School 
of Education, University of Chicago, spoke of Training for Service; Superintendent 

B. B. Jackson, Moline, showed how the Manual Arts specifically train for Service; 
Prof. Fred L. Charles, of Urbana, discussed the topic, " Country Life and the Coimtry 
School as Factors in Training for Service." In all of the section meetings the same 
theme was put to the front. In consequence of this centering of the thought of the 
association upon a single topic and a topic of such vital significance a marked advance 
upon the previous meetings is scored. It is clear that the association had discovered 
that to make a real impression it is necessarj' to center upon some needed reform 
and push for it with singleness of purpose. 

The appearance of Dr. Judd in Illinois, like that of Dr. Bagley, has given a strong 
impulse to the study of questions that are well worth while. 

The fourth annual meeting of the association was held at Peoria, October 19-21, 
1911. The officers were; President, S. J. Ferguson; vice-president. Superintendent 

C. E. Joiner, Monmouth; secretary, Miss Pearl Larrance, Aledo; treasurer, County 
Superintendent W. F. Boyes, Galesburg ; executive committee — F. U. White,. 
S. B. Hursh, and George W. Gaylor, Canton. 



406 THE EDUCATIONAL HISTORY OF ILLINOIS 

The main theme of the meeting was health and the means of preserving it. Dr. 
J. N. Hurlv, Secretary- of the Indiana State Board of Health, discussed " The Child 
in the Making. " The character of the work cut out by the committee may be further 
indicated by the fact that William H. Allen, Director of Municipal Research, New 
York city, was expected to be present. His place was taken by Secretary Sherman 
C. Kingsley, of the McCormick Fund, Chicago, on the theme, " The Public School — 
The Public Health." James L. Hughes, Chief Inspector of Schools, Toronto, Canada, 
is no stranger to the educational people of "the States," and always receives a cordial 
welcome. He spoke on " The Old Training and the New." 

There were the usual section meet'ngs, the one that seemed to elicit the warmest 
applause being the demonstration of school gymnastics at the Coliseum. 

The officers elected for 1912 were: President, F. U. White; vice-president. Super- 
intendent C. E. Knapp, Rushville; secretary, Miss Pearl Larrance; treasurer, W. F. 
Boyes; for the three-year term on the executive committee, Superintendent R. G. 
Jones, Kewanee. 

At each of the meetings o: the association the committee on resolutions has 
formulated a clear body of educational doctrine and sent it through the Military 
Tract as an educative utterance: One of the resolutions of the 1911 meeting runs 
as follows : 

Resolved, That in the death of our beloved friend and efficient coworker, the Hon. Alfred Bay- 
liss, for two terms Superintendent of Public Instruction, and for the last five years President of the 
Western Illinois State Normal School, the State of IlHnois, and particularly that portion of it known 
as the Military Tract, has suffered an irreparable loss. He was a noble man and did a great work 
which we can not but feel was not completed. His poise of character, his maturity of judgment, and 
his complete devotion to the interests of pubhc education place him amiong the great educators of our 
State ; and be it further resolved that to his coworkers at Macomb and to his bereaved family the 
association hereby expresses its sincere and heartfelt sympathy. 

H. B. Hayden, 
W. L. Steele, 
E. G. Bauman, 

Committee. 

THE EASTERN ILLINOIS TEACHERS' ASSOCIATION. 

Unfortunately for the historian the early records of this association have not 
been preserved. Through the kindness of Superintendent A. F. Lyle, of Shelbyville, 
the following brief record of the first six meetings is obtained: 

The first meeting was held in Mattoon in November, 1898, as a four-county m.eeting, under 
the auspices of the county superintendents of Coles, Edgar, Douglas, and Shelby counties. B. F. 
Armitage, Superintendent of the Mattoon schools, was president. 

The meetings followed as given herewith: November, 1899, Tuscola, J. D. Shoop, president; 

November, 1900, Paris, Charles Ammerman, president; November, 1901, Charleston, , 

president; February, 1902, Shelbyville, G. P. Randle, president; February, 1903, Pana, Otis W. Cald- 
well, president. For the subsequent meetings the record book of the secretary is available. 

The seventh meeting was held at Mattoon, February 10, 11, 1905. The president was W. E. 
Andrews, Taylorville. In the absence of the elected secretary, Mr. J. P. Gilbert was chosen to fill 
the office. 
■ i Superintendent A. F. Lyle, of Areola, offered a series of resolutions expressing the sense of the 



THE EDUCATIONAL HISTORY OF ILLINOIS 407 

association to the effect that the University of lUinois should organize a graduate school in which 
more extended courses could be pursued than were then furnished by the University and the colleges 
of the State. The resolutions met the hearty approval of the association. 

The main addresses of the session were delivered by President Lord, Charleston; Dr. George 
Vincent, University of Chicago, and Superintendent L. D. Harvey, Wisconsin. 

A resolution of appreciation of the life and services of Prof. W. M. Evans, of the Eastern Illinois 
State Normal School, and of regret because of his untimely death, was passed by the association. 

The eighth meeting was held at Tuscola, February 2, 3, 1906. The of&cers were: President, 
George W. Brown, Paris; vice-president, E. B. Brooks, Greenville; secretary, Mary Ewing, Areola; 
treasurer, M. S. Vance, Sullivan; railroad secretary, J. F. Wiley, Mattoon; chairman executive com- 
mittee, A. C. Cohagan, Shelbyville. The main addresses were delivered by Mrs. Elizabeth Mavity 
Cunningham, Normal University; Miss Grace Reed, Principal John B. Drake School, Chicago; 
Charles M. Avery, Indiana State Normal School; Prof. Henry Johnson, Eastern Illinois Normal 
School; President Edwin M. Hughes, De Pauw University; A. A.Jones, Decatur; Miss Eliza Edmun- 
ston, Tuscola. 

<^ The ninth meeting was held at Paris, October 19, 20, 1906. President, Superintendent Dewitt 
EUwood, Charleston; vice-president, William Miner, Pana; secretary, Bertha A. Miller, Paris; railroad 
secretary, M. N. Beeman, Marshall; chairman executive committee, William Birdzell, Charleston. 

The main addresses were delivered by Miss Florence V. Skefifington, Eastern Illinois Normal 
School; Dean David Kinley, University of Illinois; Charlotte Slocum Ashcum, Peoria; President 
W. L. Bryan, University of Indiana; Prof. J. Paul Goode, University of Chicago; Countv Superin- 
tendent Anna L. Barbre, Christian county; Dr. C. G. Hopkins, University of Illinois. 

The tenth meeting of the association was held at Charleston, October 18, 19, 1907. President, 
Superintendent E. B. Brooks, Paris; vice-president, Anna L. Barbre; secretary, Superintendent C. W. 
Yerkes, Effingham; treasurer, M. S. Vance, Sullivan; railroad secretary, Superintendent Harry Greene, 
Crawford county; chairman executive committee, Superintendent Charles S. Watts, Champaign 
county. 

The main addresses were delivered by Miss Carney, Mahomet; Prof. Thos. H. Briggs, Eastern 
Normal School; Prof. John Hall, Cincinnati; Dr. E. B. Bryan, University of Indiana; Prof. J. W. 
Garner, University of Illinois; Frank H. Hall, Superintendent State Farmers' Institutes. 

The eleventh meeting was held at Urbana, October 16, 17, 1908. President, Thomas H. Briggs, 
Charleston; vice-president, B. F. Daugherty, Westfield; secretary, John W. Childress, Broadlands, 
treasurer, H. M. Tippsward, Toledo; railroad secretary, A. P. Johnson, Urbana; chairman executive 
committee, Charles H. Watts, Urbana. - ■ . 

The records of this meeting are very imperfect. 

The twelfth meeting was held at Danville, October 15, 16, 1909. President, A. F. Lyle, Shelby- 
ville; vice-president, J. F. Wiley, Mattoon; secretary. Miss Anna Barbre, Tajdorville; railroad secre- 
tary, Z. M. Smith, Danville; chairman executive committee, Charles H. Watts, Urbana. 

The leading speakers of the session were: Dr. W. C. Bagley, University of Illinois; Dr. M. V. 
O'Shea, University of Wisconsin; Dr. R. A. Armstrong, University of West Virginia; State Superin- 
tendent R. J. Alev, Indiana; Dr. C. H. Judd-, University of Chicago. 

The thirteenth meeting was held at Charleston. President, Charles H. Watts, Urbana; vice- 
president, Henry W. Draske; secretar\^ Ora Neal, Charleston; railroad secretary, W. W. Griffith, 
Windsor; treasurer, H. M. Tippswood; chairman executive committee, J. F. Wiley, Mattoon. 

Leading speakers: A. E. Winship, Boston; Dr. W. A. McKeever, Manhattan, Kansas; Mrs. 
Gudrun Thorne-Thomson, University of Chicago; Miss Zonia Baber, University of Chicago; Dean 
James E. Russell, Teachers' College, Columbia University; Dr. George E. Vincent, University of 
Chicago; Dr. P. P. Claxton, University of Tennessee; H. W. Shryock, Southern Illinois Normal 
University. 

The association petitioned the General Assembly to extend the facilities of the School of Educa- 
tion, University' of Illinois, and also to appropriate funds for the erection of an additional building 
for the Eastern Normal School. 



408 THE EDUCATIONAL HISTORY OF ILLINOIS 

The fourteenth meeting was held at Charleston, the association having determined to make the 
Normal school its permanent home. It was held October 13, 14, 1911. President, Lotus D. Coff- 
man, Charleston; vice-president, A. P. Johnson, Urbana; secretary. Miss Georgia Green, Paris; 
treasurer, Superintendent E. E. Gere, Douglas county; railroad secretary, William Lawyer, Danville; 
chairman executive committee, L. W. Haviland, Watseka. 

Leading addresses: Dr. Henry Suzzalo, Teachers' College; Dr. W. C. Bagley, University of Illi- 
nois; Dr. Emil G. Hirsch, Chicago; Dean Eugene Davenport, University of Illinois; President John 
W. Cook, DeKalb. 

At each of the later meetings of this association department meetings were held. 
The records of all of the meetings are meager. 

The attendance at this association has greatly increased in later years, having 
reached about seventeen hundred as its largest number. 

SOCIETY OF SCHOOL PRINCIPALS. 

This society grew out of an organization of a few school principals in La Salle 
and adjacent counties. Their meetings were first held in the winter of 1868-9. 
Prominently identified were W. B. Powell, Peru; Aaron Gove, Rutland; Thomas 
Clark, Ottawa ; and a few others. The discussions were confined mainly to questions 
of administration at first, but with an increase of numbers the society drifted away 
from the plans of the founders. The society had a vigorous life for several 3^ears 
but was finally abandoned because of the multiplication of teachers' associations. 

STATE ASSOCIATION OF COUNTY SUPERINTENDENTS OF SCHOOLS. 

Mention has been made of the organization of this association. It came into 
being at about the time that the act was passed providing for a real county super- 
intendent of schools, and has had a vigorous life from that time to this, although 
the attendance at its meetings has sometimes been small. What it has lacked in 
numbers, however, it has made up in quality. In recent years it has become a potent 
influence in legislation. If its members would unite upon questions of genuine 
educational reform it could easily secure epochal changes in the school law. Unfor- 
timately the majority of the association has not always been disposed to favor 
measures that, if adopted, would have given Illinois a far more honorable place in 
educational policies among the States. 

TEACHERS' READING CIRCLE. 

The details of the organization of the Teachers' Reading Circle have not been 
accessible. The beginnings reach back to the year 1885 and the one man above 
all other men who was the inspiration and director of the movement was Enoch A. 
Gastman, for forty-seven years connected with the schools of Decatur as teacher 
and superintendent. A sketch of this interesting and widely known man will be 
found on later pages of this history. 

The first eight years of the existence of the Circle were years of pioneering. Mr. 
Gastman conducted all of the affairs of the enterprise with the assistance of members 
of his family. It may well be understood that when such multitudinous details 



THE EDUCATIONAL HISTORY OF ILLINOIS 409 

were added to the duties of a city superintendent it meant a strenuous life. There 
was a little something in the way of financial compensation, but nothing that was 
in any way adequate to the situation. Only an enthusiasm like that of the manager 
would have built up so substantial a body of readers and so well established an 
organization. 

The records of the secretary of the Circle detail the management since the respon- 
sibility was assumed by the County Superintendents" Association. A condensation 
is presented herewith. 

At the annual meeting of the State Teachers' Association, 1892, the Teachers' 
Reading Circle was transferred from the care of the General Association to the 
County Superintendents' Association. Mr. E. A. Gastman had borne the burden 
of the Circle and at his request he was relieved. It was placed in charge of a Board 
to be chosen by the association and to consist of five county superintendents and 
the Superintendent of Public Instruction, the latter to be chairman of the Board. 
It became the duty of this Board to arrange a course of reading, select books, make 
rules and regulations governing the Circle, elect a manager, a secretary, and a treas- 
urer, and manage any other business that might be necessary to further the interests 
of the Circle. 

The following county superintendents have served as managers, the first also 
serving as secretary for a part of his term: 

Charles J. Kinnie, Winnebago county, 1893-9; Maria L. Sykes, Marion county, 1899-1901; Lewis 
M. Gross, DeKalb county, 1901-5; S. J. Ferguson, Rock Island county, 1905 to the present. 

The following county superintendents have served for the terms indicated on the Board of Man- 
agement: Henry O. Foster, Livingston county, 1902-4; Charles B. Marshall, Rock Island county, 
1892-4; Mrs. Nannie J. McKee, Alexander county, 1892-4; L. H. Griffith, Vermilion county, 1892-8; 
John B. Russell, Henry county, 1892-8; R. T. Morgan, DuPage county, 1893-9; John A. Grossman, 
Carroll county, 1894-8; W. H. Hillyard, Monroe county, 1894-6; J. L. Robertson, Peoria county, 
1896-8; James H. Peterson, Kankakee county, 1898-1902; Charles Hertel, St. Clair county, 1898-1904 
and 1905-7; W. R. Kimzey, Perry county, 1898-1907; Mrs. Mary E. Sykes, Warren county, 1898- 
1900; L. M. Gross, DeKalb county, 1899-1905; J. M. Pace, McDonough county, 1900-4; A. F. Night- 
ingale, Cook county, 1903-10; Anna L. Barbre, Christian county, 1904-10; S. F. Ferguson, Rock 
Island county, 1904 — ■; George W. Conn, Jr., McHenry county, 1905-9; W. F. Boyes, Knox county, 
1905 — ; John E. Whitechurch, Marion county, 1905-6; C. L. Gregory, Mercer county, 1906 — ; W. M. 
Grissom, Johnson county, 1906-9; C. F. Easterday, Fayette county, 1907-10; H. A. Dean, Kane 
county, 1909-10; R. O. Clarida, Williamson county, 1909 — ; D. F. Nickolls, Logan county, 1910 — ; 
W. G. Cisne, Wayne county, 1910—; W. W. Coultas, DeKalb county, 1910 — ; C. H. Watts, Cham- 
paign county, 1910 — . 

The property of the Circle was transferred to the Board of Management July 1, 
1893. There was then a membership of 2,500. With so many interested in the 
extensions of the Circle its numbers rapidly increased so that Manager Kinnie was 
able to report a membership of more than 5,000 at the end of the first year. In 
1896 this had increased to 8,000. In 1911, 10,000 books were sold. 

In 1898 Superintendent Kimzey was elected secretary and was reelected five 
times. Superintendent Whitechurch served in that capacity for one year. Super- 
intendent Barbre for four years, and Superintendent Gregory is now serving his 
third term. 



410 THE EDUCATIONAL HISTORY OF ILLINOIS 

Superintendent Sykes served as treasurer for one term, Superintendent Hertel 
for five terms, Superintendent Clarida for two terms. Superintendent Ferguson 
for one term, Superintendent Boyes for one term. Superintendent Grissom for one 
term, Superintendent Gregory for one term, and Superintendent Clarida for two 
terms and is now serving his third term. 

The expenses of the Circle were borne by the firms furnishing the books. At 
first the manager's salary was $35 a month, but it was subsequently increased to 
$40. It was finally made ten per cent of the sales of the books. All of the expenses 
of the Circle were paid at first by the publishers, but subsequently by a percentage 
of the sales. In 1905 the Board was enlarged by the addition of three members. 

The following is a list of the books read since the reorganization of the Circle: 

Skinner's "Folk Lore," ^Vhite's "School Management," Krohn's Psychology, "Schoolmaster in 
Comedy," King's "School Interests and Duties," Wood's "How to Study Plants," Cooley's Physics, 
Tompkin's "Philosophy of Teaching," Hinsdale's Civics, Eggleston's "Beginners of the Nation," 
Taylor's "Study of the Child," Hinsdale's "Teaching the Language Arts, "Curtis's " United States 
and Foreign Powers," Roark's " Method in Education," "School Sanitation and Decoration," Gar- 
diner's "Forms of Prose Literature," Hinsdale's "Art of Study," Wright's "Industrial Revolution," 
Clark's "How to Teach Reading in the Public Schools," Henderson's "Social Spirit in America," 
Spalding's "Education and the Higher Life," Spark's "Expansion of the American People," White's 
"Art of Teaching," Hodge's "Nature Study and Life," "Dickens as an Educator," Keith's "Ele- 
mentary Education," Gillan's edition of "Page's Theory and Practice," Parkman's "LaSalle and the 
Discovery of the Great West," Br3.-an's "Basis of Practical Teaching," King's "Rational Living," 
Johnson's "Mathematical Geography," James' "Practical Agriculture," Briggs and Coffman's 
"Reading in the Public School," Cox's "Literature in the Common Schools," Ham's " Mind and 
Hand," Allen's " Civics and Health," " Abraham Lincoln : A Short Story," Nicolay;"The Personality 
of the Teacher," McKenney; " Class Room Management," Bagley. 

Meanwhile there were recommended readings among which were the "World's Work," "The 
World of To-Day," "Little Chronicle," "Week's Current." Webster's Dictionary was especially 
recommended to members. 

In 1909 the following subjects were recommended for study in 1911-1912: 

1. The Influence of the Teacher's Personality. 

2. Historical Biography. 

For 1912-13, the following were recommended: 

1. Elementar^^ Science in the Country Schools 

2. The Socialization of the Public Schools. 

In 1910 the Board directed that the four following monographs be bound in one volume: 1. The 
Ideal Teacher. 2. Teacher's Philosophy. 3. Meaning of Infancy. 4. Education for Efficiency. 

The Circle is in a most prosperous condition. It has accomplished large results, 
much larger than the historian of its work can hope to describe. It is another 
illustration of what can be accomplished for the public welfare by a few zealous 
philanthropists who are willing to work for the good of the cause in which they are 
enlisted and without hope of that immediate reward that so many demand as the 
price of their effort. 

. ILLINOIS PUPILS' READING CIRCLE. 

The purpose of the Circle is to secure the careful reading of a number of good 
books at an age when the tastes and habits of the children are forming. This Circle 
was organized in conjunction with the State Teachers' Circle, at a meeting of the 



ITHE EDUCATIONAL HI|TQ^Y OF ILLINOIS 411 

State TeachQ];-s' Agg^ociation in Springfield, j^'l^ig. The two circles continued under 
one manageiTi|:^y u^^il 1893, when the Pup|||M Gjrcle was reorganized and placed 
under the diree'^.^w^'^l the Superintendents ''^t|d B|"|ncipals' Section. 

The reorganiza'tioT^ required the State Teac|ip:fs' Association to appoint for this 
Circle a board of fiyV' °^ which the ranking Assistant Superintendent of Public 
Instruction was made ex officio chairman. '|"hi3 ^oard, in 1894, appointed F. A. 
Kendall, of NaperVi^^, secretary and manage;". ' His duty is to supply books and 
conduct the affairs Of th^ Circle. The Board each }*par adopts twenty books. These 
are kept on the list viiitU 'the demand for them |i£|.s ceased. 

There are now t^P hyi.Tldred and fifty-one bppks on the list from which teachers 
can choose. These ar^ '(^i^yided into first arid spcond, third and fourth, fifth and 
sixth, seventh and eighth, a,iid advanced grades. Thp teacher desiring books adapted 
to any grade has many to choose from. There 2^^, first, books that are suited to 
ethical and cultural purposes — books that a cl^i|q| reads because they interest him . 
The others are adapted to supplement the schoo] studies — biographies and sketches 
that help out in United Stamps history. If a child ]aecomes interested in a subject 
dismissed with a paragraph in his history, he will to(i a book or several books in the 
library on that subject and A^'ntten in language t|^at lie can readily understand. 

If he is interested in any cpuntry, as Holland p|:f Japan, he will find delightful 
books in the library. The teaph^r calls his ati'J^pn'fjpn to these. He takes them 
home, reads them and afterw^T^s tells his clas^fF(q.tpia what he has learned. 

When a child has read six ^ppks to the satisf^ptjpip of his teacher he has earned 
a neat diploma. When he h^s \'^^^ ten more he J^af p^med a seal. The full course, 
a diploma and gold seal, requires, ti^e reading of si^cteeii books. This fixes the read- 
ing habit as well as the taste fqr Wgh-class reading. 

The County Superinten^ei^'l b| Schools is tlie OQVinty manager. At the close 
of the school year he ascertains fTOJ;Tl the teachers the names of the members of the 
circles which they have formed, '^^ books which J;ave been read and the credits 
that have been earned. He wvi\^,^ ^^ child's narf^e on the diploma and places on 
it the seals earned. 

Graduating exercises are then i^eW ^-'^ all central points in the county, usually 
one in every township. Here he rfieets the children, and they are often attended 
by their parents and others. The children give a program of singing, recitations 
and essays. The County Superinte:^de3;it makes a talk on things needed for better 
schools. The children come to the Ixs^X and in the presence of their parents and 
friends receive their diplomas. 

The County Superintendent finds ■(;he most effective way to reach the patrons 
of the schools. They are in a happy fr^^ne of mind, interested in schools, and heed 
what the superintendent has tP say about the betterment of the school. 

It has been slow work to convinpe t^^e district boards that it is wise to expend 
district money for libraries. The teachers and pupils have been appealed to and 
have responded generously. They give entertainments, charging a small fee for 
admission. Usually they have a "box ^pcial. " Each ady brings a lunch box, 
handsomely decorated. These are sold at auction to the highest bidder, the pur- 
chaser sharing the lunch with the owner- Frequently $30 to $50 is collected in a 



412 THE EDUCATIONAL HISTORY OF ILLINOIS 

single evening. Many schools buy a set of Reading Circle books, costing about $13 
each year. 

The school life is made richer for teacher and pupil. Every recitation is a delight. 
They have a wealth of suitable material to draw from while formerly the}" had but 
the text-book. The school is much easier to teach and manage, for the children's 
minds are occupied in striving for better things. 

In the last thirteen years ending December 31, 1910, 245,422 were sold, an 
average of 18,871 books a 3'ear. In the last year 23,789 books were sold. 

In many of the counties of the State every country school has a library. This 
was not the condition before the reorganization of the Circle. Wherever the County 
Superintendent takes an interest in the work it makes remarkable progress. 



THE EDUCATIONAL HISTORY OF ILLINOIS 413 



CHAPTER XVI 
STATE CHARITABLE EDUCATIONAL INSTITUTIONS 

THE ILLINOIS INSTITUTION FOR THE EDUCATION OF THE DEAF 

AND DUMB. 

THIS was the first of the State charitable institutions. The bill was intro- 
duced into the General Assembly in 1839 by Hon. O. H. Browning, then 
representing Adams cotinty in the upper house. His attention had been 
attracted to the unfortunate children who were denied the most characteristic quality 
of a human being — the power of speech — and his heart went out to these prisoners 
of silence with a strong desire to ameliorate their unhappy condition. He opened 
correspondence with people in other States who were engaged in the work of their 
instruction in the hope of learning something that would guide him in effecting his 
purposes. 

There were man}'' obstacles in the way of such a bill. The unfortunate internal 
improvement scheme, like the Tulip Craze and the South Sea Bubble, had left 
disaster in its wake. The State seemed hopelessly in debt. There were members 
in the legislature who had never seen a deaf and dumb child, and there were others 
who questioned whether there was_ one in the State. There was little knowledge 
of the possibility and less of the methods of their instruction. Many questioned 
their ability to become self-supporting. Such considerations did not deter Mr. 
Browning from pushing on with his project, however, and the bill became a law on 
the 23d day of February, 1839. 

The bill did not carry an appropriation for buildings, however. It authorized 
an organization and that was something. The act of incorporation designated some of 
the oldest and best men in the State as trustees. Here are some of them; Thomas 
Carlin, Thomas Cole, Otway Livingston, Samuel D. Lockwood, Joseph Duncan, Will- 
iam Thomas, Julian Sturtevant, Samuel H. Treat, Cyrus Walker. Moreover, it pro- 
vided that the institution should be supported, like other schools of the State, out 
of the school fiind, and to this end provided that one quarter of the interest of the 
school, college and seminary fund should be devoted to its support. But no appro- 
priation for a building could pass the lower house until that body was satisfied, by 
a personal pledge of the trustees, that the money should not be misappropriated. 
Small appropriations were finally made and were chiefly expended on buildings and 
grounds. As a consequence of this long delay the school was not opened vmtil 
January, 1846, and there were but four pupils with whom to begin. 

Thomas Officer was appointed principal. He had been engaged in similar work 
in Ohio, having been the first principal of the institution for the education of the 



414 THE EDUCATIONAL Ht^tORY OF ILLINOIS 

deaf and dumb in that State. Of his ehiitifent fitness for the position there seems 
to have been no doubt. His immediate sUipcessor, a man wholly competent to pass 
a discriminating judgment, pays him the highest praise. The school prospered under 
his management and had an attendance of sixty at the end of the first two years. 

It was the policy of the management tb look up the deaf and dumb children 
wherever they might be and give them the behefit of the institution. Little could 
be done to educate them except by the assistance of carefully trained teachers. 
With them these unfortunate children could edsily be made self-supporting, although 
a professional life might be denied them. It is clear that the ordinary methods 
would be of little avail in aiding those who Wete deprived of speech. So successful 
was the management that at the end of twenty years Illinois had the largest school 
of this character and maintained by a single State in the entire coimtry, standing 
second in point of numbers in this country and third in size in the world. 

While this was true of the institution it still remained as true that only one-half 
of those who should have been in school at that time were really in attendance. 
There are many reasons that operate against the a,ttendance of such pupils at a 
public institution. Many did not know of its existence; many deprived their mute 
children of an opportunity for an education in order that they might profit by their 
ability to labor under their direction; many shratik from sending the unfortunate 
ones away from the love and tenderness of the home to dwell among strangers. But 
the deaf are peculiarly liable to become the victirtis of vicious habits and under no 
circumstances should they be shut away from that participation in the pleasures 
of social life which they can witness only to be denied. Their education ofEers 
a special problem that is fraught with more difficulties than that of the blind. To 
bring the school to the attention of the public it -^Vas hbt uncommon to give pubUc 
exhibition of what had been accomplished with the children, and it was attended 
quite invariably with the most salutary results. 

Mr. Officer retained his position for the first nine years of the workin,^ life of the 
school. It is declared that his labors were attended by the most happy results with 
the pupils. In 1855 there was an accumulation of unhappy events which resulted 
in his resignation. He was succeeded by P. G. Gillett, a teacher in a similar ipstitu- 
tion in the neighboring State of Indiana. It was a peculiarly difficult position to 
fill satisfactorily. The friends of Mr. Officer were indlghaht because of the treat- 
ment that he had received. They were not likely to pre|34're beds of down for his 
successors. Disorder was rampant in the school. Moreover, Mr. Gillett was a 
young man. But the man and the place had met in a hhe harmony, and in a com- 
paratively brief time the master of the situation waS i-^'tib^nized and the school 
settled down to fine work and Mr. Gillett proceeded tb Witi imperishable renown 
as a teacher of the deaf and dumb. 

Judge Thomas, of the Board of Trustees, is accounted ohe df the best friends the 
institution ever had. Great credit is also given to Dr. Boal* Of Peoria, who served 
on the Board for more than seventeen years without intfei-Hii^Sion, being president 
of that body for the greater part of the time. Because of hi^ ^fetvice in both branches 
of the General Assembly at various times he, as well a^S JiiA^^ Thomas, was able 
to render aid of especial value 



THE EDUCATIONAL HISTORY OF ILLINOIS 415 

It was one of the main purposes of the management to equip the pupils for self- 
support. Their only recourse was an occupation in which deafness was not an insu- 
perable bar to success, and that there are such callings is very obvious. Up to 1876, 
over one thousand inmates had been cared for and not one of them had left the insti- 
tution, after its course of instruction and training, to be a public charge, although 
many of them had been penniless when admitted to the school. 

Two sj'stems of instructing the deaf have long had their warm adherents. They 
are known respectively as the sign method and the articulation method. The 
former method had its origin in France about the middle of the eighteenth century. 
The latter arose in Germany about the same time. At times a bitter rivalry has 
existed between these schools of procedure. In 1817 the Connecticut school was 
at Hartford and Thomas Gallaudet was its superintendent. He was a warm advo- 
cate of the sign method and made it the system of the Connecticut school. 

When Horace Mann, the most eminent educator this country has thus far pro- 
duced, investigated continental methods of the instruction of the deaf and dumb, 
he became an adherent of the German method. It is clear that however skilful 
they may become in communicating with each other, they will find great difficulty 
in making themselves understood by others. As it is the aim of their education 
to make them as nearly normal as possible, an education that confines them to the 
narrow limits of those who are similarly afflicted must fail in the accomplishment of 
this result. He made this argument against the French method and the objections 
of a man of such prominence were enough to arouse a warm interest in the matter. 
Experts were sent abroad, therefore, to investigate the matter. Their report was 
in favor of the American system, declaring it to be greatly superior to what they 
had found in their travels. This was a seeming triumph for the sign method. Noth- 
ing else was used in the Illinois school for the first twenty years. The agitation, 
however, had resulted in the establishing of a school in Massachusetts in 1865, 
which taught only the articulation method. This furnished an opportunity for a dis- 
criminating study of its merits and produced a marked impression. 

In 1868, Professor Gillett presented a special report on the subject to his board 
of trustees. In this report he confesses to a change of opinion with regard to the 
articulation method, which he had been accustomed to regard as decidedly inferior 
to its rival. He now asked the board to organize an articulation department in the 
school in order that the two methods might be tried side by side and that reliable 
results might be obtained. He offered certain technical reasons that had come to 
his attention in his study of the deaf and dumb which warranted the experiment. 

Six years later Dr. Gillett again called the attention of his board to the matter. 
The instruction in the articulation method had been going on meanwhile. It was 
extremely difficult to discover much respecting its value by an observation of pupils 
within the institution because of the difficulty in inducing the pupils to use it. He 
therefore took testimony on the matter from the parents of the pupils, and thus 
discovered facts that, he says, "amazed him." 

Two years later he returned to the subject again. This was in 1876. Three 
teachers were then devoting their entire time to it and a fourth would soon be needed. 
He reports an increasing desire on the part of parents to have the children acquire 



416 THE EDUCATIONAL HISTORY OF ILLINOIS 

the ability to speak. The older pupils also showed a growing anxiety to acquire it, 
although for them it was an extremely difficult task. Meanwhile the method of 
instruction had greatly improved. Professor Bell devised a system of visible speech 
symbols that greatly simplified the work and enabled the pupils to proceed far more 
rapidly in acquiring the ability to speak. 

The institution made no attempt to carry the pupils beyond the elements of an 
English education, leaving the advanced instruction of those who desired it to the 
National College of Deaf Mutes, at Washington, which is sustained by the United 
States Government. The main aim before the teacher's mind is to equip his pupil 
with a language by which he can enter into the heritage of human culture that awaits 
him and without which he can do nothing. Language comes so easily to the normal 
child that the task of the deaf mute is appreciated only by those who patiently labor 
to convey to a mind that has no sense of sound some conception that will induce 
him to try to produce one, even though he will never hear it. 

Those who desire to follow the development of this remarkable institution must 
study the successive reports of its superintendent. They are informing reading. 
Stories of devotion are written in obscure places. In 1882 the institution had become 
the "largest and completest institution for deaf mutes in the world," yet there was 
one who had been with it from the day of its feebleness — Prof. Selah Watt. Prof. 
Gillett pays him the following tribute: "He was a high-minded, Christian gentle- 
man, of most extraordinary poise of character. He lived an active and useful life, 
and died having maintained a character unimpeachable and a reputation untarnished. 
The professor was himself a deaf mute, but in the elements that go toward the forma- 
tion of true manhood, I have not known him surpassed by any deaf mute or hearing 
or speaking person. He was a most striking example of what education can do for 
the class to which he belonged. His memory will remain among his fellows in mis- 
fortune and his comrades in labor, as a delightful fragrance." 

The attendance at this time was well up to the six hundred mark and Dr. Gillett 
was earnestly advising the establishing of another institution instead of the further 
enlargement of the institution tmder his charge. Shops had been erected. Trades 
had been learned. A fine body of trained teachers had acquired the difficult art of 
instructing the children. Manual training had proved, so effective that the schools 
of the normal children were beginning to adopt them here and there. In brief, the 
Illinois Institution, under the persistent care of its accomplished superintendent, 
had become a great educational landmark for the world. 

In the Biennial Report of the Superintendent of Public Instruction for the years 
1881-2, the student of the methods of educating the deaf will find more than two 
hundred pages of interesting matter. It is the report of the meeting of the instructors 
of the deaf in their annual convention, the most eminent men and women of the day 
interested in this aspect of education being present. The meeting was held in Jack- 
sonville, in September, 1882. 

As a comment upon the growth of the articulation method of instruction, the 
following from the report of Superintendent Gillett to the Superintendent of Public 
Instruction, in 1892, will be found interesting: 

" Twenty-four years ago systematic instruction of its pupils in articulation and 



THE EDUCATIONAL HISTORY OF ILLINOIS 417 

lip reading was commenced in this institution. It had not been recognized previous 
to that time as practicable by the members of the profession of instructors of the 
deaf. This was the first of the established institutions in which the sign method 
had been pursued, to earnestly take up this new system. It has been continued 
to the present time. Public sentiment has made it necessary for all institutions 
where the deaf are taught to give instruction in vocal utterance and lip-reading. It 
is the practice to afford to every student entering the institution the opporttmity 
of learning to speak and to read the lips of others as they speak." 

The institution has taken on, of necessity, a Normal department where those 
desiring to learn the art of teaching the deaf can acquire it. Under modem con- 
ditions only carefully prepared teachers can hope for employment. 

In September, 1893, Dr. Gillett was succeeded as superintendent of the institu- 
tion by S. T. Walker. It will be remembered that Dr. Gillett was appointed to the 
position in 1855. He had therefore served continuously for thirty-eight years and 
had become justly famous in his chosen calling. There could be found in the insti- 
tution under his charge the largest number of deaf persons assembled that could be 
found in any institution of its kind in the world. When he began his work it was 
as a pioneer. There were but few children in the school. When he closed, the 
school numbered approximately seven hundred. 

Superintendent Walker did not remain with the school very long. He was suc- 
ceeded on the first day of July, 1897, by J. C. Gordon, formerly connected with the 
College for the Deaf, at Washington city. He was a most enlightened and capable 
officer and entered upon his duties with great enthusiasm. He identified himself 
with the general educational organizations of the State and was a frequent speaker 
at educational gatherings and at educational institutions. It goes without saying 
that under his management the institution realized in the highest degree the purpose 
of its founders. 

Let the following words, copied from his report in 1900, be reflected upon when 
the question of the education of the deaf is under consideration: " The calamity of 
total deafness, is the greatest barrier to intellectual advancement which can affect 
the undeveloped powers of a mind retaining any capacity whatever for instruction. 
This is a strong statement, but I make it advisedly, after the cumulative experience 
of many A^ears devoted to the amelioration of this form of misfortune. The far- 
reaching effects of this single privation of a purely physical approach to the mind 
of the child can not be realized, even remotety, by the -unprofessional observer." 
There is a popular notion that the blind are far more unforttmately conditioned 
than the deaf. In the presence of these statements of this wise and careful man the 
thoughtful may be led to reflect upon the unhappy fate of the deaf from a new point 
of view. 

Regarding lip-reading Dr. Gordon writes as follows : 

This almost marvelous power of lip-reading is developed for the most part incidentally during 
the acquisition of speech by the deaf. Teachers should understand the various degrees of visibility 
of the elements of speech revealed by the positions and transitions of the vocal organs, but need not 
themselves be masters of lip-reading In fact few teachers of the deaf are able to read the lips. The 
true function of the true teacher is beautifully illustrated in this matter. If the teacher presents the 
27 



418 THE EDUCATIONAL HISTORY OF ILLINOIS 

difficulties in proper order the deaf pupil takes the steps one at a time and soon becomes expert in an 
art not possessed by the teacher himself. The pupil develops his own powers. Lip-reading stands 
unri-\-aled as a means of communication for short distances. Notwithstanding its m.any limitations, 
lip-reading is, on the Avhole, of more value to the deaf than speech, if one were compelled to choose 
between the two. Any power of sight is better than total blindness. Any power of speech is better 
than total dimibness. The ability to speak and to understand speech by the movem.ent of the lips 
is of great value in the home and in the shop, but the educational value of these twin arts as a pre- 
paration for education — nourishing and stimulating mental developm.ent — is bj- far greater, however 
useful simply as a means of communication. Perception, memory, association, imagination, reason, 
mil — all these are used and trained and developed in the acquisition of lip-reading. Living speech 
is the best preparation for the education of the deaf as well as of the hearing child, in its proper 
correlations, and the speech of the deaf, even if imperfect and sounding strange and uncouth to 
unaccustomed ears, has a high educational value even when it is far from satisfactory as a m.eans of 
communication ir.erely. 

In his report for 1901-2, to the Superintendent of Pttblic Instruction, Dr. Gordon 
gi^•es a table sho"\^•ing the growth of the oral department. In 1S93 there were no 
pupils in that department. In 1894 there were sixty-se^-en. For the next two 
years the increase was small. In 1897 there was a jump to 138 — more than one- 
third of the school. In 1902 there were nearh" four times as many in the oral depart- 
ment as in the silent. 

Dr. Gordon was destined to an abrupt close to his useful life. He died April 12, 
1903, after a brief illness. He began his work as a teacher of the deaf in 1869, at the 
Indiana Institution, where he was employed as special teacher of articulation and 
reading the lips. In 1873 he becam.e a teacher of mathematics and chemistry in 
the Columbia Institution for the Deaf. In 1891 he took charge of the department 
of articulation and of the Normal departmient of Gallattdet College. He was with 
the national institution for nearh- twenty-five years and then came to the Illinois 
Institution in 1897, which was then the largest existing school for the deaf. Dr. 
Gordon at his death ^^■as one of the most eminent of the teachers of the deaf and 
especially of the teachers of speech to the deaf. 

>. His successor Avas Charles P. Gillett, the son of the man who for nearh" two score 
years was at the head of the institution. 

ILLIXOIS IXSTITUTIOX FOR IDIOTS AND FEEBLE-MINDED 

CHILDREN. 

The General Assembly of the State of Illinois, in 1865, authorized the Board 
of Trustees in cliarge of the School for the Deaf to attempt the amelioration of the 
condition of idiots and feeble-minded children in the State by undertaking some 
experimental work in their education. 

The Board began the enterprise by sectiring the residence of former Governor 
Diuican. in the city of Jacksonville. L'''nder the general direction of Superintendent 
P. G. Gillett, of the institution for the education of deaf children, the school was 
opened on the 2oth of ^lay, 1865. 

It became necessary at once to secure a highh- comipetent man to manage a scliool 
beset A^-ith such extreme difficulties. Such a man was found in the person of Dr. 
C. T. Wilbur. Avho through his connection with similar work in ^lassachusetts. New 



THE EDUCATIONAL HISTORY OF ILLINOIS 419 

York, Connecticut and Ohio, was regarded as being qualified in a highh' superior 
way for the position. Dr. Wilbur began his work on the 1st of September following 
the opening of the school. 

The demand for such an institution was soon demonstrated, as the building was 
filled to its capacity before the close of the first year and many applications were 
of necessit}^ refused. In consequence, the General Assembly made an additional 
appropriation in 1867, and a second building was added to the equipment, thus 
bringing the capacity of the institution up to sixty pupils. The increased facilities 
were no sooner supplied than they were exhausted, double the number for whom 
provisions were made seeking admission. 

The slightest reflection upon the condition of these most unhappy and most 
unfortunate beings suggests a situation that is wretched in the extreme. There 
are few homes in which such children can receive appropriate treatment. Ordinarily 
they are left to themselves when of all persons they most need patient, persistent 
and intelligent care. If the faint spark of reason is not fanned into flame the prob- 
abilities are that it will die and that there will be left only the repulsive semblance 
of a human being. 

It was not until the earlier part of the last century that any systematic effort 
was made looking to the improvement of the mental condition of idiots. In 1837 
the first institution of this kind was opened in Paris. As would be expected, the 
movement was soon followed in several European countries. Massachusetts was the 
pioneer in America, the first school being established in 1848. 

" The object and design of the Illinois institution was to improve the general 
health of this class of children by physical training, exercise, bathing and all other 
suitable appliances, with such use of medicine as might be beneficial; to awaken, 
regulate and develop their mental powers, by means peculiarly adapted to them, and 
by the employment of those educational resources which have been systematically 
developed and which have been found so effectual in similar institutions, with such 
modifications and extensions as may be necessary to meet the peculiarities of the 
pupils; and in the cases of the best class of pupils to provide some suitable occupa- 
tions, giving healthful employment, at once agreeable and profitable to all their 
powers — especiallv keeping in view such occupations as may fit the pupils for future 
usefulness and intercourse with society." 

" The method of instruction is peculiar in this: That it commences with exercises 
adapted to the very lowest degree of intelligence and proceeds, by a gradually ascend- 
ing scale, up to the point where ordinary systems begin." 

It needs no argument to make clear the necessit}^ of scientific procedure. All 
that psj^chology and pedagogy can contribute must be utilized to their fullest extent 
if results of any consequence are to be secured. 

This work was continued in connection with the school for the deaf until 1871, 
when it was given a separate existence. It was not until 1875, however, that an 
appropriation was made for suitable buildings and grounds. In that year an act 
appropriated $185,000 for that purpose. The attendance at that time was approx- 
imately one hundred. 

The greatest diversity exists among such children. Many are so defective 



420 THE EDUCATIONAL HISTORY OF ILLINOIS 

physical^ and mentally as to be as helpless as babes. These cases are classified 
as "custodial," as about all that can be done for them is to make their physical 
conditions as favorable as possible and to secure some improvements in their habits. 
Fortunately these are the exceptional cases. The mass of idiots possess some 
latent talent which, under favorable conditions, may be developed to such a degree 
as to make many of them self-supporting. There is still a higher class, characterized 
as feeble-minded rather than as idiotic, with whom much can be done, and as such 
cases are in great danger of falling into evil ways through a vicious self-education, 
it is of the utmost importance that they should have suitable care at the earliest 
possible time. 

"For these last two classes something more than custod}^ is needed in the effort 
to ameliorate their condition. The bodity health can be confirmed : the muscular 
powers can be developed and brought under the control of the will. The evident 
want of coordination in their physical forces may be made to give place to a measure 
of prompt action and dexterity. The avenues of sensation maj' be opened; the 
perceptive faculties may be awakened to a natural life: the intelligence may be 
quickened and enlarged, and these ma}^ be combined into a capacity for useful occu- 
pation and habits of industr}^ They may be trained to be cheerful and obedient; 
they may be taught habits of self-control, and the more obvious distinctions of right 
and wrong, and to act upon them in their intercourse with those about them. 

" The scope and purpose of the Illinois institution have been limited to those 
degrees of idiocy that might be teachable. It has also been the aim to take only 
those of a school-attendance age. It was supposed at the outset that somewhere 
in the descending scale of idiocy the line between teachableness and unteachableness 
would be reached. Of some at a distance from this line it could be affirmed at once 
that they were susceptible of instruction or they were not; for these latter it was 
assumed that a custodial institution would sooner or later be pro^-ided for their 
necessities; with others nearer the line the fact in this respect could only be deter- 
mined by a fair trial." 

These quotations from reports of the institution will disclose to some degi'ee 
what was in the minds of the projectors and managers. It may be remarked in 
passing that the detailed statements of methods of dealing with these sub-normal 
boys and girls are full of the most valuable suggestions to teachers of normal children 
and may be studied with the greatest profit. 

In July, 1877, the institution was removed from Jacksonville to the new building 
at Lincoln, where school was opened October 27, 1877. The attendance for the year 
following was about three hundred. There was now begun that more admirable 
management which was previously impossible because of limited appliances. 

The surveillance that is necessar}^ with these children is exhibited b\- the fol- 
lowing : 

" The attendants have classes assigned them and have charge of them at all 
hours out of school hours, sleep in rooms adjoining, opening into their dormitories, 
so that the}" can bestow attention upon them at night if necessary — an effort being 
made by proper attention at stated hours to regulate them in their habits and to 
cultivate habits of decency and cleanliness. They are with them when they rise. 



THE EDUCATIONAL HISTORY OF ILLINOIS 421 

when the}^ dress, when the}-" perform their morning ablutions, when they go to their 
meals and while they are at the table, to assist them and wait upon them, to preserve 
order and to instruct them patiently in habits of propriety and decorum. 

" Most of the pupils are more or less defective in their ability to articulate. Some 
are entirely dumb who are not deaf. Some are deaf and dumb, others stammer, 
pronounce words and letters improperly, are tmable to form sentences and are 
extremely awkward in the use of the lips, tongue and other vocal organs and are 
seemingly unconscious of the possession of a larynx or vocal chords, talk through 
the nose, are indistinct in utterance, drawl, accentuate peculiarly, and some have 
partial paralysis of the organs of speech." 

To evolve out of this seeming impotency boys and girls who can talk and walk 
and use their hands, and read and write and acquire some useful art, seems little 
short of miraculous. "Visitors look on in amazement at the precision with which 
our pupils go through their exercises with dumb-bells, wands and Swedish clubs, at 
their evolutions, their promptness in time to music, and at their discipline in march- 
ing, and can hardly realize that they are witnessing the exercises of a class of feeble- 
minded children." 

There is no space here for a discussion of the methods emploj^ed in teaching to 
these children the ordinary subjects of the school curriculum. The curious must 
go to the reports or, far better, to the institution itself and there observe the scientific 
procedure through which these darkened minds are illuminated. 

The gratitude of parents often finds expression in letters to the superintendent 
after the children have spent a vacation at home. Such expressions are more easily 
imagined than described. Nothing can be more tragically pitiful than the condition 
of the idiot, and when there can be seen the dawning of intelligence in consequence 
of a scientific system of instruction, and the possibility of something approaching 
human existence where there had been nothing above the plane of animalism, it is 
as if one had risen from the dead. 

Many parents have deprived their children of the opportunity for improvement 
offered them by the institution out of the tenderness of their regard for them. They 
have been unwilling to leave them to the care of others, and especiall}^ have refused 
to put them into an institution where they would be surrounded by others as tmfor- 
tunate as themselves. The fact is that such children are cared for as the ordinary 
family can never care for them. It is. the imanimous report of the managers of 
such institutions that the children are rarely homesick and that they are far happier 
than when at home. They form their friendships as others do, they are not peculiar 
in such a colony and are not commented upon or regarded as peculiar. Super- 
intendent Wilbur in one of his reports quotes the following from Dr. Bucknill, of 
England: "In my visits to the idiot asylums the thing that has struck me most 
forcibly was the happiness of the children. This fact has always delighted me most 
in all idiot asylums. Well knowing, as I do, what is the misery of a neglected idiot, 
I think this point can not be too strongly dwelt upon. The misery of a neglected 
idiot is an awful thing to contemplate. The neglected idiot is the most solitary of 
human beings; shut out by his infirmities from all feeling with his fellow men, all 
sympathy; shut out, also, from all enjoyment of life, even animal enjoyment. Often 



422 THE EDUCATIONAL HISTORY OF ILLINOIS 

he can not use sight or hearing so as to distinguish objects or sounds. Often he can 
not walk or stand. Often he is tortured with painful bodih' infirmities. If the 
meiital perceptions and emotions have in any way been developed, he is often still 
more tortured with malevolent or brutish passions. In a private house he is often 
an intolerable btirden, an incubus, a nightmare; and this being in an idiot asylum 
becomes sociable, affectionate and happy." 

" Let us think of that and of the A'alue of happiness in this life. Make children 
happy and they will not easily grow up wicked. Of this be assured, that if the 
happiness of a community, even of a commtmit}- of idiots, be secured, the paths of 
goodness and of usefulness will not be left untrod. If the greatest happiness of the 
greatest ntimber is the highest aim of statesmanship, the happiness of the most ivretched 
individuals ought to be the most constant object of philawhropic e>fort." 

On October 4, 1883, Superintendent Wilbur was succeeded in the management 
of the institution by William B. Fish, M. D. The number of these tmfortunate 
children in the State may be estimated in a wa}' b}' the fact that in the report of 
Stiperintendent Fish is .found the statement that in the first twent}' }-ears of the 
life of the institution 1,692 applications for admission were received. 

In 1886 the facilities were increased by the addition of a hospital building. The 
attendance had increased to 363 and a large number of applications were of necessit}^ 
refused. An interesting commentary on the increased skill of the teachers is furnished 
b}^ the fact that six of the boys were so proficient in the art of shoemaking as to 
sirpply the needs of the institution in boots and shoes in addition to the repairing. 
Three Lamb knitting machines were operated b}' some of the boys and all of the 
necessary stockings were thus furnished. In the sewing-room all of the clothing 
needed b\- the girls and all of the tmderwear and overalls needed by the boys were 
manufactured by the inmates. Such industries as wood carving and hammered 
brass work were found to be adapted to the capacity of the pupils. An excellent 
brass band indicated the possibilities in music. Indeed, where can another such 
a tribute to the marvelous art of teaching be found as here ! 

In 1887 the long delayed scheme of attaching a farm to the institution was under- 
taken. Fotir hundred acres were rented about a mile from the institution. The 
labor was almost entirely performed by the boys. They soon learned the various 
arts invoh-ed in agriculture and deriA-ed the greatest satisfaction from their exercise. 
Indeed, of all the industrial employments the work on the farm pro^'ed to be the 
most satisfactory, The superintendent says: "It has been demonstrated by our 
three years' experience that a large proportion of our older bo}-s, who haA-e derived 
all of the benefit that our schools could give, are admirably adapted to the farm 
work and enter into it successfully, showing imexpected interest and zeal." 

As the institution developed, the philanthrop}' of the State deA'eloped with it. In 
spite of all the care that could be exercised with regard to admissions it was incAitable 
that members of the custodial class would be admitted. ^Yho should provide for 
their care if not the State ? They constitute one of its burdens that must be borne 
unless we are willing to do violence to our humanity. In 1889 the General Assembly 
made an appropriation of $40,000 for a building to be devoted to these helpless 
wards of society'. 



THE EDUCATIONAL HISTORY OF ILLINOIS 423 

The experience with the rented farm convinced the General Assembly of the 
wisdom of offering agriculture as an industrial occupation and an appropriation of 
$26,000 was made for the purchase of land. With the appropriation 423 acres were 
secured and added to the rented land so that 800 acres were looked after by the boys 
with but three salaried supervisors to direct their labors. Lacemaking was at this 
time added to the employments, the institution at Christiana, Norway, lending one 
of its experts to start the work at Lincoln. 

Superintendent Fish was succeeded by Ambrose M. Miller, A. M., M. D., who 
issued the biennial report of 1894. This report exhibits a higher intelligence with 
regard to the methods of studying the minds of children than its predecessors. The 
later findings of physiological psychology were now practically applied to the deter- 
minations of mental ability or lack of it in pupils and with edifying results. This 
inventorying of a pupil's capacities reveals conditions that determine the treatment 
to be pursued. The methods are familiar to the well-informed schoolmaster and 
cover devices for ascertaining the degree of ear memor}^ e^^e memory, muscular 
memory, the extent of consciousness and others. Physical examinations of a most 
rigorous character are indispensable in such an institution for the purpose of dis- 
covering the special physical organ-defects that explain incapacities in dealing with 
objects. 

Dr. Miller did not retain the superintendency long and was succeeded by W. L. 
Athon. In 1900 Superintendent Athon says: "I regret ver}^ much that the grade 
■of children for which the institution was originally organized has been somewhat 
crowded out and we have accumulated a large number of the more helpless class 
of idiots." This would seem to indicate that there was a decline in the character 
•of the institution as an educational enterprise and a corresponding increase in its 
■custodial character. " This is due to the fact that the more improvable cases, after 
attending school a few years, are taken to their homes, while the lower grades, intel- 
lectually, after once becoming inmates, remain, in most cases, so long as they live." 

The policy of greatly enlarging the institution had now been decided upon and 
buildings were then erected increasing the capacity of the institution by five hundred 
children. The great structures that attract the attention of the travelers on the 
near railroads indicate at once the wreckage of humanity and the philanthropy 
of a great State which pours out its money in an attempt to relieve human suffering 
by offering an asylum to those to whom has been denied the inestimable boon of 
reason. 

THE ILLINOIS INSTITUTION FOR THE EDUCATION OF THE BLIND. 

The blind have always been with us. And history records many examples of 
those who, though deprived of sight, have found a way to possess themselves of 
much of the knowledge of the world. It is another illustration of the slow progress 
of invention and of methods of alleviating the misfortunes of the afflicted that it 
was not imtil 1785 that some one appeared with sufficient intelligence and 
humanity to propose a systematic method of instructing the blind. Valentin 
Hany was a Frenchman. He began the great work which has since his time been 
so finely elaborated. The Academy of Sciences came to his support and aided him 



424 THE EDUCATIONAL HISTORY OF ILLINOIS 

in the establishment of an institution adapted to the needs of those who would never 
see. In 1791 his school was taken over by the French government and thereafter 
was one of the national charities. 

The Illinois Institution for the Education of the Blind was originally organized 
by the citizens of Jacksonville and supported by them for one 3'ear. It became 
one of the State institutions of Illinois on the 13th of January, 1849, when the legis- 
lature made an appropriation for its support and authorized the purchase of not 
less than ten nor more than forty acres of land in or near Jacksonville, Illinois, and 
thus provided an institution for the education of all of her blind who were of suitable 
age and capacity to receive instruction. They were to be lodged in the institution 
and cared for in all ways at public expense. 

The board organized February 3, 1849, by the election of Hon. Samuel D. Lock- 
wood as president and James Berdan as secretary. Mr. Lockwood continued to 
act as president until his removal from Jacksonville some four years later. He was 
succeeded on March 14, 1853, by Matthew Stacy, who served in that capacity for 
many years. 

The first superintendent was Samuel Bacon, who remained at the head of the 
institution less than one year. He was succeeded by Joshua Rhoads, M. D., who 
held the position for twenty-four years. In July, 1874, Dr. F. W. Phillips was 
elected to the superintendency and continued in that position until his death, his 
administration covering more than twelve years. He was succeeded by his son, 
W. S. Phillips, who served until July 1, 1890. During the time that Dr. Phillips 
was in charge more than eighteen hundred different pupils were enrolled. 

In addition to the ordinary academic subjects, music and certain forms of hand- 
work were taught. When the pupil had completed the course of study he was at 
liberty to enter the shop and learn a trade. If a pupil was unable to complete the 
course he also was permitted to acquire sufficient skill in such forms of labor as were 
encouraged to become self-supporting. Adults who had lost their sight at an age 
that precluded their entering as students were permitted to engage in shopwork. 
They were taught to make brooms and mattresses and to cane-seat chairs. 

In July, 1890, the supervising board determined to secure the best possible talent 
to take charge of the school. After consulting with prominent schoolmen it was 
determined to offer the position to one of the most capable and best known of the 
Illinois superintendents of public schools — Frank H. Hall. He was a man who 
never attempted a task without performing it with such singular originality and skill 
as to attract marked attention. He had alread}^ achieved prominence. He had been 
a candidate for the office of State Superintendent of Public Instruction in a minority 
party more than once. The writer well recalls the surprise that he experienced when 
asked by a member of the board of trustees respecting the qualifications of Mr. 
Hall for the position. It indicated a new departure in the management of the 
State charitable institutions. 

Mr. Hall was no sooner installed than he began a series of improvements that 
gave the school an enviable distinction and himself an international repute as a 
teacher of the blind. He applied to his work the latest deductions of physiological 
psychology as applied to pedagogy. He recognized what those who had not been 



THE EDUCATIONAL HISTORY OF ILLINOIS 425 

students of pedagogy as a science had overlooked — that the seeing child proceeds 
by an analytic method, that he pulls words apart to discover what they are, whereas 
the blind child can never grasp words in their entirety at first but must construct 
them slowly and patiently, through the sense of touch. He therefore saw that the 
method that was then most highly approved for teaching the seeing child to read 
was of no value for the blind child — was not at all adapted to his necessities. 
But Mr. Hall may speak for himself: 

The fact that the blind boy is, from the first, exercised in "seeing with the mind's eye," to a far 
greater extent than the seeing boy, that he daily and hourly calls to mind the relative positions and 
forms of objects, in response to verbal descriptions, gives him a degree of skill in the exercise of the 
faculty of conception as applied to ideas of material things which he has actually handled, far exceed- 
ing the skill attained by boys that have good sight. He therefore exceeds marvelously in the study 
of geometry and kindred subjects. He easily constructs figures on the tablet of his mind. He sees 
the relation of lines to each other, and demonstrates most difficult theorems without the aid of chalk 
or pencil. On the other hand, what knowledge of form he gains through the perceptive faculties is 
comparatively little. The entire number of his sense percepts is quite insignificant, when compared 
with that number which the boy of keen vision obtains 

To make him fairly familiar with interesting objects in nature and in art, he must be supplied 
with a great variety of specimens which he can examine by means of the tactile sense. It surprises 
visitors and often leads to expressions of admiration that our pupils can multiply numbers "men- 
tally" when the multiplicand and the multiplier each consists of five, six, and sometimes eight figures; 
that they can demonstrate the Pj^thagorean proposition even when the imaginarv figure is lettered 
by the visitor. But ma}^ not such feats be more wonderful than useful? By encouraging the pupils 
in such efforts are we not aiding in the production of unsymmetrical prodigies ? Should we not rather 
encourage the pupil to acquire as much as possible through the tactile sense of that which, if he were 
not defective, he would obtain through vision? 

If our line of reasoning and the implied conclusion are correct, every school of the blind should 
be equipped with a Very large and varied collection of objects in nature and art. A very large portion 
of the pupil's time should be occupied in gaining a knowledge of form and relative position of parts 
through the sense of touch. 

Acting upon this theory, we are making collections of specimens in all departments of natural 
history and of such manufactured articles as can be procured and profitably handled by our pupils. 
The rule is not "hands off," but hands on, and the pupil is thus led to see with his finger tips. His 
perceptive faculties are thus brought into a high degree of activity and a much wider range presented 
for the action of conception, comparison, judgment and reason. By pursuing the opposite course 
and allowing and encouraging the pupil into development along "the Hne of least resistance," there 
results an abnormal growth of certain faculties ; and the pupils find themselves greatly admired while 
in school, but utterly unable to provide for their natural wants when they get out into the great 
world of which they know so little. 

The tendency of the average blind pupil, while being educated, is to spend too much time in purely 
mental processes and introspection, and too little time in bodily movements and in coming in contact 
with material things in the outer world. In institutional life the way to correct this tendency is to 
take the pupils outside as much as possible and bring as much of the outer world as possible into the 
institution. The generous appropriation of the thirty-seventh General Assembly for purchasing 
school apparatus, etc., has been of incalculable value in leading the thoughts of our pupils out into 
paths which they can never see but which their feet must tread. 

Enough has been quoted from the report of Superintendent Hall to make clear 
his habit of thought in dealing with a problem and also the psychological foimdation 
upon which his work was based. Pupils who lack some of the senses of the normal 



426 THE EDUCATIONAL HISTORY OF ILLINOIS 

pupil tax the teacher's skill to the uttermost. It is only he who can put himself in 
some fair way in the place of the defective, who can inventory his images and ideas 
and thus ascertain in some adequate way what fields of experience that are open 
to the normal child are forever closed to him, who can impose upon the remaining 
powers those added duties that shall in some way repair the pitiful loss in at least 
some small way, that should be permitted to deal with these children of misfortune. 

What a blessed boon to such prisoners of fate is the ability to read, if that ability 
is met bv books whose words are lifted out of the page and thus answer to the tactile 
sense! He, therefore, who supplies this essential food for the intelligence is as worthy 
of honor and praise as he who feeds to the starving body the only elements upon 
which it can thrive. But these books were scarce and expensive. Was there no 
way in which they could become abundant and cheap? , That was the question that 
this gifted and philanthropic man sought to answer. 

He invented the braille typewriter by which the blind could write their finger 
words with much of the facility with which the seeing operator produces the familiar 
page. Thus the fiat paper was made to leap into luminous life at the touch of the 
trained fingers. And he did not patent it and he preA^ented others from doing the 
same thing. He gave it to the blind as his contribution to the children of the dark. 

But more. He made a stereot^^ping machine by which the books could be 
printed upon metal plates and when that was done the production of the books 
was a small matter. He says: 

Through the UberaUty of the last General Assembly we were provided with funds for the purchase 
of a printing outfit, and on the 12th da}^ of September, 1891, there issued from our Httle press the 
first specimen of "Boston Line" (raised letters) ever printed in Illinois. The type was set and the 
press operated b)^ pupils. Hundreds of copies of the following appropriate selection from scripture 
with the appended explanation were printed and distributed among the pupils, and sent to friends 
interested in this good work: 

"And I will bring the blind to a way that they know not; in paths that they know not will I lead 
them; I will make darkness light before them, and crooked places straight. These things will I do 
and I will not forsake them. — Isa. 42, 16 (Revisfed Aversion)." 

"The above is a specimen of the first printing in embossed characters done at the Illinois Insti- 
tution for the Education of the Blind, Jacksonville, September 12, 1891." 

During the j^ear following two hundred sheets were printed ever)^ Saturday for distribution 
Sunday morning. The matter on these was the basis of the exercises at the Sunday afternoon meet- 
ing, which all of the pupils most cheerfully attend, and in which many of them take part. 

Music is one of the arts in .which the blind feel their limitation least. Much, 
consequently, is made of it in institutions of this character. Those who indicated 
that the}' were capable of becoming self-supporting by serving as performers or as 
teachers were afforded highh' superior instruction at Jacksonville. Nor were those 
who could find in it only a means of enjoyment denied the opportimity of doing the 
best possible with their precious talent. Now that a suitable printing plant was 
at their disposal the boj-'s were able to print music as well as books, and it was not 
long before there was placed at the disposal of the school an excellent librar}' of 
books and music. The books were printed in "Boston Line," while the music and 
school exercises were printed in "American Braille." WHio can estimate the light 
that music brought into the darkness of these lives ! Mention has been made of the 



THE EDUCATIONAL HISTORY OF ILLINOIS 427 

service in the way of self-support that it rendered many, while piano-tuning is an 
occupation in which the blind can achieve success as well as the seeing. 

Mr. Hall remained at the head of the school for three years. His remarkable 
success was everywhere admitted. He was kno'wii as "The Friend of the Blind." 
The institution was visited by great numbers of -teachers in similar institutions as 
well as by those who were engaged in the public schools, for the methods employed 
were full of rich suggestions for all. But there came a NoA^ember day in which the 
ordinary majorities failed to materialize and the political complexion of the adminis- 
tration changed. Fearing that the new Governor might need the position with which 
to pay political debts, countless petitions poured in upon him to spare the school 
for the blind. They went for naught. Mr. Hall was asked for his resignation and 
he returned to the superintendency of a cit}' system. He was succeeded by William 
F. Short. 

The institution attracted marked attention by the exhibit prepared and managed 
with great success at the World's Columbian Exposition. The work of the pupils 
was a feature of the exhibit in the Manufactures and Liberal Arts Building, but it 
was surpassed in attractiveness by the active exhibit in the Illinois Building. This 
was continued for four months, about fifteen pupils being in constant attendance 
and giving daily exercises in music, reading in line and point print, type-writing, 
printing, sewing by hand and machine, bead work, broommaking and oral exer- 
cises. The children were constantly surrounded by large numbers of interested 
spectators. The officers of the association awarded a beautiful and highly orna- 
mented silk medal for the meritorious v/ork done by the pupils. 

The legislature of 1895 appropriated $10,000 for the erection and equipment of 
a gymnasium for the school. It was ready for occupancy by the last of Janua,ry 
of the succeeding 3'ear. Respecting it Superintendent Short remarks: " i\ltogether, 
the gymnasium is the most beautiful, commodious and best equipped of any institu- 
tion for the education of the blind in our country, and is universally admired by" 
all visitors. It will prove a great boon and pleasure to the pupils for all time to 
come." 

In 1896 Illinois returned to the political fold from which it had unexpectedly 
strayed in 1892 and Mr. Hall was recalled to the superintendency of the institution. 

The school had now an attendance of approximately two hundred and fifty. 
The estimated value of the buildings and grounds was about $250,000. The library 
in embossed characters contained 4,000 volumes. The teachers' library (ink print) 
numbered some 1,500 volumes. The chapel was equipped with a good organ. There 
was a good supply of other musical instruments, a little collection of philosophical 
apparatus, two stereotype-making machines, a good supply of braille and ordinary 
typewriters, and a complete outfit for printing "Boston Line" and "American 
Braille." 

In 1902 Mr. Hall retired from the superintendency of the school and was suc- 
ceeded by Mr. Joseph H. Freeman, a highly accomplished and widely known teacher. * 
Mr. Freeman had served as superintendent of public schools for many years, had 
been A-ssistant State Superintendent of Public Instruction under three State Super- 
intendents, had himself served in that capacity while filling the unexpired term of the 



428 THE EDUCATIONAL HISTORY OF ILLINOIS 

late Superintendent Inglis, and was a close friend of Mr. Hall. He was especially 
fitted to follow the retiring officer. 

Mr. Freeman remained in charge of the institution for more than four years and 
was succeeded by G. W. Jones. July 1, 1905, the name of the institution became 
the Illinois School for the Blind. The attendance has varied from time to time but 
has for many years been from two hundred to three hundred. 

It was not surprising that some interesting cases developed in such an institu- 
tion. The most remarkable in many ways was that of Emma Kubicek, a deaf -blind 
girl, who bears some resemblance to Helen Keller. Those who are interested may 
find an account of her progress on pp. 382-383, of the lUinois School Report for 
1900-1902. 

THE ILLINOIS SOLDIERS' ORPHANS' HOME. 

Before the close of the Civil War it became evident that some provision must be 
made by the State for the care of children who had been bereft of- their fathers by 
the dreadful destruction of life. The cruel harvest of war leaves onty desolation in 
its train. In January, 1864, there was a meeting in the Bloomington courthouse 
which was attended by a number of the leading citizens and also by several fur- 
loughed soldiers. The purpose of the gathering was the discussion of some provi- 
sions for the care and education of the children of soldiers who had given their lives 
to their coimtry. Col. John McNulta, of the 94th Regiment of Illinois Volunteers, 
offered a resolution with regard to memorializing the legislature to make a suitable 
appropriation for the erection of a home for these dependent wards of the State. 
The motion was seconded by Lieut.- Col. Roe, of the 33d Illinois Regiment, and it 
was carried unanimously. No sooner did the action of this meeting become known 
through the State than the sentiment there expressed was heartily approved. In 
consequence, on the 7th of February, 1865, the legislature, without a dissenting vote, 
passed "An act to establish a home for children of deceased soldiers." This law was 
found to be inoperative because of some legal imperfection, and in 1867 it was so 
amended as to enable the friends of the measure to proceed with their enterprise. 

The amended law carried an appropriation of $70,000 for the erection of a suitable 
building. There was a fund of $30,000 in the care of the Governor which was known 
as the " Deserters' Fund." It had been left in the hands of the Governor by men 
who had enlisted for bounties and after enlistment had deserted or died without 
heirs. At any rate it had not been called for. Governor Oglesby gladly added it 
to the appropriation, thus giving to the proposed measure a fairly generous ftmd 
with which to begin operations. 

As soon as the commission was appointed, Jesse W. Fell, the " Father of Normal," 
the man who was mainly responsible for the movement that located the State Normal 
University at North Bloomington, at once proceeded to effect an organization of 
the people of Normal and Bloomington with a view to the location of the institution 
at the former place. Rock Island, Irvington, Springfield, Decatur and Normal were 
the competitors. Normal was the victor, her bid aggregating something more than 
$50,000. Judge David Davis, a very wealth}^ man, donated sixty-five acres of land 
adjacent to the village^of Normal. The valuation was $12,000 — a very generous 



THE EDUCATIONAL HISTORY OF ILLINOIS 429 

valuation, as the land could not have found a ready market at that price. The 
next gift in order of size was that of Mr. Fell, which was at first two thousand acres 
of land which he listed at $5 an acre. Presumably it was Iowa land, of which at 
that time he was a large holder. Be that as it may, he chose to substitute for his 
land gift 110,000 in cash, which made his gift the most generous of all, and in pro- 
portion to his relative financial ability far the most liberal. But that was like Mr.' 
Fell. It will be remembered that he did not consider any sacrifice too great when 
he was interested in an enterprise that promised advantage to those who were in 
need. 

Of the remaining subscriptions the largest was that of twenty acres of land by 
H. P. Taylor, at a valuation of $2,400, which was not excessive. There were thirty- 
two donors in all, the C. & A. R. R. being one of them and contributing $10,000 in 
freight charges at tariff rates. 

While the building was in process of erection a building was rented in Bloom- 
ington for a temporary home for the children and Mrs. Mary Merchant was appointed 
matron. This building was soon filled to its capacity, and as other children were 
waiting a second building was also secured. This was soon filled, and still the chil- 
dren were asking for help. At the January, 1868, meeting of the Board it was 
determined to rent a building in Springfield for temporarj^ use. A commodious 
house' was secured near the city and Mrs. Col. S. P. Ohr was installed as matron. 
This had the same experience as the others and was soon crowded. 

The Board of Trustees let the contract for the building as soon as possible and 
on the 17th of June, 1869, it was dedicated. The cost was approximately $125,000. 
The structure is 144 feet long, 72 -feet wide and three stories high above the base- 
ment. Additional buildings were subsequently erected in the way of a kitchen, 
a laundry, a boiler house and a school house, some three years later, and after several 
years suitable cottages to accommodate the increased numbers. 

The first matron of the institution, after it was installed in its permanent home, 
was the lad}^ who was appointed to take charge of the Springfield temporary home — 
Mrs. Virginia C. Ohr. She remained many years at the head of affairs. Her four 
daughters were of the greatest aid to her in her arduous task. She was a woman 
of superior ability and won distinction in her very difficult position. 

The commission for the location of the Home consisted of Dr. H. C. Johns, of 
Decatur; Col. W. Niles, of Belleville; Maj. James W. Beardsle}^ Rock Island; Col. 
J. H. Mayborne, Geneva; Col. T. A. Marshall, Charleston. The first Board of 
Trustees contained nine gentlemen, but it was subsequently reduced to three, a better 
number for the transaction of the necessary business of such an institution. 

Prof. H. C. De Motte, long a teacher in the Illinois Wesleyan University at Bloom- 
ington, served for several years as superintendent. Mrs. De Motte acted in the 
capacity of matron. These two people were well fitted for the care of the children, 
for they were devoted to their duties, and were qualified in a superior way by edu- 
cation and social culture to make the most of the institution. Unfortunately, the 
Home was used occasionally as a means of pa5dng political obligations, and changes 
in the management were sometimes made to reward friends of the administration. 
George P. Brown, of Bloomington, a prominent educational leader, once visited the 



430 THE EDUCATIONAL HISTORY OF ILLINOIS 

school attached to the institution and discovered that the principal had been selected 
without regard to her fitness, but, instead, because of her relationship to a member 
of the Board. He vigorously attacked the policy of sacrificing the welfare of the 
dependent children to the financial interests of the family of one of the officials and 
the matter was promptly corrected. This incident occurred many years ago and 
'it is understood that a different policy has obtained in recent political administrations. 

For many years the instruction of the children was of the old, abstract sort — 
book learning. A more enlightened polic}^ was finally adopted. If any children 
were in need of vocational training it was clear that these boys and girls, who were 
predestined to self-support, should receive some stiitable preparation for the work 
that awaited them. This need was ultimately recognized. 

Major Macauley, a veteran of the Civil War, was the longest in continuous 
ser\'ice of the superintendents with the possible exception of ■ Mrs. Ohr. After thirty 
vears and more had passed after the close of the war it was supposed that the school 
constituency would disappear, but the Spanish war was a new occasion for its service, 
and orphan children whose claim for charit}' did not rest on the military service of 
their fathers were at last admitted. 

A number of the children continued their educational effort after leaving the 
Home and some of them became prominent in military and other service. Man}- 
thousands of children were rescued from poverty and' started on the way to an 
admirable citizenship through the ministry of this most beneficent institution. 



THE EDUCATIONAL HISTORY OF ILLINOIS 431 



CHAPTER XVII. 

PROFESSOR TURNER AND THE DEVELOPMENT OF 
INDUSTRIAL EDUCATION. 

IT is interesting to note how frequently history is a sort of modest biograph}'. 
The way in which a few men have determined the trend of events is a sufficient 
excuse, if one be needed, for all of the hero worship that the enthusiastic admirers 
of the great ever manifest. The place of Professor Turner in the deve'opment of 
industrial education can not be told in one brief chapter ; a volume would be necessary 
to do him adequate justice. This is an attempt at a slight appreciation of his con- 
tribution to a movement that has slowly gathered headway until it seems probable 
that it will sweep all before it in its triumphant progress. 

Fortunately there has at last appeared a life of this distinguished pioneer, by his 
daughter. Mar}' Turner Carriel. There was an exercise of poetic justice as- well as of 
wise judgment when she was chosen by the electorate as the first woman member of 
the board of trustees of the University of Illinois. The book is but recently from 
the press and may therefore be assumed to be the latest utterance with regard to 
his work and by one who is qualified to speak concerning it. The following is 
mainly from its pages : 

Jonathan Baldwin Turner was born in Worcester county, Massachusetts, on 
December 7, 1805. His father was a farmer and of excellent stock. There were 
many of his ancestors of whom he could speak with conscious and justifiable pride, 
for the}' were active in those stirring times when history was making. The\" answered 
to roll calls in the War of the Revolution and reflected honor upon all the bearers 
of their name. Jonathan came b}' his adventurous spirit naturally enough; his 
father was a captain in Shay's Rebellion, which at bottom was the protest of 
good men and true against what they conceived to be unjust laws. 

It was the desire of the family that Jonathan should remain on the home farm, 
and when he was twenty-one his father gave him the propert}'. But his brother, 
Asa, had other plans for him and succeeded in bringing the rest to his point of view. 
In consequence, Jonathan soon found himself at New Haven and preparing for 
college, although he was already twent}'-two years old. Like many another young 
fellow with a purpose he helped himself through the academy and the college and 
graduated in 1832. His stock of money must have been small, for hearing that his 
mother was ill he went to see her on foot although he was obliged to walk one hun- 
dred and twenty miles each wa}". 

There are interesting stories of events that tested the strength and independence 
of his character while he was yet a student, but they ma}' be inferred from the quali- 
ties that he displayed in his later life. 



432 THE EDUCATIONAL HISTORY OF ILLINOIS 

The story of the "Yale band" of seven, who in 1827 united to become mission- 
aries to Illinois, has been told. They had been joined later by Edward Beecher, 
who, in the winter of 1S32-3, as president of Illinois College, wrote to President 
Day, of Yale, for a teacher who had the scholarship and ability to develop into 
a college professor. Jonathan Turner was selected for the position, President Day 
offering to excuse him from the examinations and other duties attaching to the close 
of his work and promising to send his diploma after him. In consequence, the spring 
of 1833 found him in the "Illinois Countr}^, " in the role of a professor at the new 
college in Jackson^dlle. There were many hardships to be experienced, but he was 
equal to them all. Two years later he returned to New England, where he was 
married to Miss Rodolphia Kibbe. Before the return journey had begun his bride 
was attacked with typhoid fever. Her recovery was slow and the facilities for 
transportation were extremely limited. It was a long and trying journey, but at 
last the destination was reached about in time for the spring quarter. It will not 
be difficult to imagine the experiences of the young New England bride in her new 
and trying situation. 

Something may be learned of Professor Turner's work at Illinois College from 
what has been UTitten of the founding and development of that institution. Politi- 
cally he was an abolitionist, but he was surrounded by a people who were largely 
pro-slaver}- in sentiment. As no other political question awakened such bitterness 
of spirit and such violent antagonisms as the slavery question, he was regarded with 
great suspicion and looked upon as a dangerous citizen by the friends of that "sum 
of all villainies." Moreover, he was of the liberal school of thinkers in religious 
matters, and that was a cross to mam- a good friend of the college. He once received 
a letter from a "Friend," in Louisville, Kentucky, who stated that he had recently 
returned from Missouri, where he had learned that a scheme was on foot among 
some of the more ^-iolent of the slave-holding people to bum the college and kidnap 
the good professor. Should that enterprise fail he was warned that " a little poison, 
or a hemp cord on your neck, or a messenger of lead, or a bowie-knife will be certain 
in their time." It was in this earty period that the Mormon question also agitated 
the minds of large numbers of people, for the new settlement of that faith was not 
far from Jacksonville. He, of course, could not keep out of anything that looked 
like a war between decency and vice, so that his life was not likely to be especially 
tranquil. 

Not long after his arrival in Jacksonville he had been admitted to the ministry 
and for several }-ears served as pastor of the Congregational churches of Waverly 
and Chandler ville. ' He found himself unable to accept certain doctrinal views then 
held quite generally by the churches, and his "heresies" subjected the college, which 
was under Presbyterian control, to no little criticism. At last the synod deemed it 
advisable to examine the faculty with respect to their beliefs. This was done in 
1844. All succeeded in satisfying the committee except Professor Turner. But he 
was too valuable a man to be dismissed for a difference of opinion, important as 
such matters were then considered. It was not a pleasant relation, however, and 
in 1848 he retired from the institution, "more feeble and broken in health at forty- 
five than I am now at ninet"\--one. " 



THE EDUCATIONAL HISTORY OFILLINOIS 433 

It was a tn'ing situation. He was in poor health, was in debt, and had a family 
consisting of his wife and five children. The regard in which he was held by the 
students of the college is manifested by a petition signed by a large number of them, 
requesting him to conduct a Bible class at the Congregational church. This he did 
for several }'ears and it was liberally attended, as the petition was renewed each 
year, each signer pledging himself to attend. His fearlessness and frankness are 
illustrated by the testimony of a listener who happened to be present at a prayer- 
meeting at which the Fugitive-Slave Law was mentioned. He said: "We are told 
that this institution of which we are all to become defenders is authorized by the 
Bible. Well, if this is the Bible I say take away the Bible. We do not want it. 
Give us the Book of Mormon, the Koran, the Hindoo Shasters. Anything is better. 
But, thank God, this infamy is not from the Bible." 

After resigning the chair of belles lettres and literature, which he had occupied 
so long, he was at loss, at first, as to an occupation. He finally decided to take up 
horticulture and Osage orange culture. This decision was of momentous impor- 
tance to the future histor}' of the State, for he was thus identified with its primary 
interests in a way that he probably would not have been if he had entered any other 
calling. 

Nothing was more natural than that Professor Turner should interest himself in 
public education. As early as 1834 he writes: " I determined to spend the vacation 
looking into the state of common schools in Illinois. I have been absent about 
seven weeks, have visited some dozen or fifteen counties, and delivered public 
addresses in all the county seats and principal villages. 

" The result is that in all of the counties I have visited, and many others to which 
I have written, they have resolved to call county meetings and to elect delegates to 
the State convention to be held in Vandalia next December to discuss the subject 
of common schools and to la}^ the subject before the legislature and the people. 
My success has been better than I expected and I hope great good will result." He 
attended all important gatherings of teachers and lent his great abilities and energies 
to the promotion of popular education, an interest which was very dear to him. 

It was in 1850, however, after twenty years of advocacy of general education, 
that he first appeared in a public way as the special advocate of a State University 
for the Industrial Classes. The idea of combining labor and learning was not new. 
As has been said in these pages, there were many charters granted in the first decade 
of statehood to institutions that proposed to unite agriculture and the pursuit of 
learning. But the studies which occupied the attention of the students were the 
old subjects of the classical curriculum, which had come down from the seventeenth 
century and that formed the substance of all courses of study. The labor was 
intended as a means of support for the students and not as an element in their edu- 
cation. It was because of this fatal defect that the few that came into actual existence 
soon perished for lack of students. 

In May of 1850, he was president of the State Teachers' Institute, which held 
its annual session at Griggsville. In his address he formulated his plan for a real 
university whose function should be the education of the industrial classes in the 
arts in which they were engaged, and it covered not agriculture alone but all other 

28 



434 THE EDUCATIONAL HISTORY OF ILLINOIS 

indttstrial occupations and in all of the States of the Union. In this address he said: 
"Some here ^^'ill recollect that a few years ago I delivered an address to you here 
in this place, the first that I ever did deliver on industrial education. For several 
5:'ears the advocates of that scheme were branded in the ptiblic prints with all sorts 
of opprobrious epithets by the long-eared guardians of our faith, otu- morals and our 
civilization. We were denounced as i-uthless and visionar}' agitators and outlaws. 
The bill for richly and appropriate^ endowing such institutions, involving millions 
of money, is now favorably and hopefully before Congress, and great sovereign States 
are disputing through the press about the honor of having originated the scheme. 
It is my own firm belief that you are the first people in the Union, and the first in the 
civilized world, that ever gave to that scheme a warm, earnest, and decided support. 
Certainh" the reception }'ou gave it led me first to regard it as practically hopeful 
as well as tn.ily needful." 

This Griggsville address, "which gave the first impetus to the movement that 
established the gi-eat State land-grant universities of this countr}', " is given in full 
in the book from which this material is drawn. 

Those interesting funds of "\v'hich so much has been said in these pages must not 
be forgotten. The}' were in the minds of all advocates of educational institutions. 
The existing colleges were reaching for them. If the}' could hav'e had their way 
there wotdd have been a slicing up of the precious grants among a hungr}' lot of 
so-called higher schools, although there would have been but a half moiithful for 
each. And that would hav'e been done but for a few large-minded men like Professor 
Turner. 

In the little cotint}' of Ptitnam — the smallest cotmt}- in Illinois — there has 
been from very early times a highly intelligent group of people. An agricultural 
society had been organized there n^hich was knovvii as the Buel Institute. One of 
its functions was to hold an annual fair. On this occasion in 1851, it was determined 
to hold a Farmers' Cotmt}' Convention in November, " To take into consideration 
such measures as might be deemed expedient to further the interests of the agi'icul- 
tural commtmit}', and particularh' to take steps toward the establishment of an 
Agi-icultural University." Of course Professor Turner was invited. The meeting 
has become historic and is laioAvm as " The Granville Convention." 

It is "conceded to be the birthplace of the industrial education movement in 
Illinois, for, tmlike the Griggsvdlle meeting, it was called for that express purpose. 
Professor Turner was there and took an active part. The importance of the meeting 
was seen b}' the members and he was selected to prepare a report of the proceedings 
for publication, for he gave the Griggsville address of the year before. This 
he did, and the convention ordered a thousand copies printed for distribution and 
provided for the publication of the same in the Prairie Fanner and in other papers 
of the State. 

Professor Turner was made chairman of the committee on business. At the 
second session of the convention he reported an order of business under the form 
of a series of resolutions, three of which follow : 

Resolved, That as the representatives of the industrial classes, including all cultivators of the 
soil, artisans, mechanics, and merchants, we desire the same privileges and advantages for ourselves. 



THE EDUCATIONAL HISTORY OF ILLINOIS 435 

our fellows and our posterity, in each of our several pursuits and callings, as our professional brethren 
enjoy in theirs; and we admit that it is our own fault that we do not also enjoy them. 

Resolved, That in our opinion, the institutions originally and primarily designed to meet the wants 
of the professional classes, as such, can not, in the nature of things, meet ours, any more than the 
institutions we desire to establish for ourselves could meet theirs. Therefore, 

Resolved, That we take immediate measures for the establishment of a university in the State 
of Illinois especially to meet those felt wants of each and all the industrial classes of our State ; that 
we recommend the foundation of high schools, lyceums, institutes, etc., in each of our counties, on 
similar principles, so soon as they may find it practicable to do so. 

A committee consisting of members from ten of the counties of the State was 
appointed to issue a call for a convention to be held at Springfield in the early part 
of the next session of the legislature unless thought advisable to go elsewhere. The 
Governor was solicited to include in his call for a special session, should such a session 
be called before the regular session, the objects of this convention. 

As was to be expected, the press was divided on the policy of the convention. 
Professor Turner's home paper criticized him for his attitude. His replies to such 
criticisms are fine reading. He had many letters of encouragement, however, from 
such leaders in agriculture and horticulture as C. R. Overman, of McLean county; 
Oaks Turner, of Hennepin, and others, including Representative L. D. Campbell, 
of Ohio. 

The convention was held at Springfield, June 8, 1852. Professor Turner was 
made temporary president and W. H. Powell, secretary. The general public was 
admitted by courtesy and, in consequence, many enemies of the movement were 
thus privileged to be present and to participate in the debates. 

"Guests by courtesy" took possession of the meeting and, by preconcerted plans, attempted, 
by ridicule and sarcasm, to break it up. Not knowing that Professor Turner was present, or forgetting 
that he was a university graduate, they hurled at the audience a volley of questions relating to abstract 
and classical subjects, thinking that no one in the audience would be able to answer them, and that 
in the confusion and mortification of their ignorance they would prove their unfitness to organize 
or to conduct an educational institution. Professor Turner arose in his seat and respectfully answered 
.all questions. When he returned the compliment b}^ asking them the practical questions of the day, 
which they could not answer without convicting themselves of incompetenc}^, and when they had 
been utterly confused and confounded, he turned upon them and in the most scathing language 
depicted their ungentlemanly conduct as guests of an organization to which they had been invited, 
until they were glad to take refuge in flight, amid the laughter and jeers of their intended victims. 

The enemies that so interfered with the success of the meeting were representatives of the col- 
leges. They regarded themselves as alone competent to manage educational institutions and desired 
to become the trustees of the State funds. They never succeeded, however, in winning the con- 
fidence of the classes in interest and were opposed b)^ them at every step in the whole proceeding. 

Although the convention fell far short in its results of what had been hoped for 
it, the memorial to the legislature was prepared and issued. It is presented here- 
with: 

ILLINOIS INDUSTRIAL CONVENTION. 

Memorial of the Industrial Convention to the Senate and House of Representatives of the State 
of Illinois. 

The convention of the friends of the Industrial University, proposed to the consideration of the 
people of Illinois by the Granville convention, whose report is alluded to in the message of the Gover- 



436 THE EDUCATIONAL HISTORY OF ILLINOIS 

nor of the State, beg leave to submit to the consideration of the senators and representatives of the 
people, the following memorial : 

But three general methods have been proposed for the use of the College and Seminary Funds 
of the State. 

1. The perpetual continuance of their use for common-school purposes is not seriously expected 
by any one, but only their temporary loan for this noble object. 

2. The equal distribution of their proceeds among the ten or twelve colleges in charge of the 
various religious denominations of the State, either now in existence or soon to arise and claim their 
share in these funds, and the equally just claims of medical and other institutions for their share, 
it is thought b}' your memorialists, would produce too great a division to render these funds of much 
practical value either to these institutions or to the people of the State. Nor do they consider that 
it would make any practical difference in this regard, whether the funds were paid directly by the * 
State over to the trustees of these institutions, or disbursed indirectly through a new board of over- 
seers or regents, to be called the University of Illinois. The plan of attempting to elect by State 
authoritv some smaller number of these institutions, to enjoy the benefits of the funds, on the one 
hand, to the exclusion of the others, or attempting to endow them all so as to fit them for the great 
practical uses of the industrial classes of the State, we trust your honorable bodies will see at once 
to be still more impracticable and absurd, if not radically unequal and unjust in a free State like ours. 

3. Your memorialists, therefore, desire, not the dispersion by any mode, direct or indirect, 
of these funds, but their continued preservation and concentration for the equal use of all classes of 
our citizens, and especially to meet the pressing necessities of the great industrial classes and interests 
of the State, in accordance with the principles suggested in the message of His Excellenc}^ the Gov- 
ernor of the State (A. C. French) to your honorable bodies ; and also in the recent message of Governor 
Hunt of New York to the legislature of that State, and sanctioned by the approval of many of the 
wisest and most patriotic statesmen in this and other States. 

The report of the Granville convention of farmers, herewith submitted and alluded to, as above 
noticed in the message of our Chief Magistrate, may be considered as one, and as o)ily one, of the vari- 
ous modes in which this desirable end may be reached, and is alluded to in this connection as being 
the onlv published document of any convention on this subject, and as a general illustration of what 
your petitioners would desire, when the wisdom of the Senators and Representatives of the people 
shall have duly modified and perfected the general plan proposed, so as to fit it to the present resources 
and necessities of the State. 

We desire that some beginning should be made, as soon as our statesmen may deem priident so to do, 
to realize the high and noble ends for the people of the State proposed in- each and all of the documents above 
alluded to. And if possible on a sufficiently extensive scale to honorably justify a successful appeal to . 
Congress, in conjunction with eminent citizens and statesmen in other States, who have expressed their 
readiness to cooperate with us, for an appropriation of public lands for each State in the Union for the 
appropriate endowment of universities for the liberal education of the industrial classes in their several 
pursuits in each State in the Union. 

And in this rich and, at least, prospectively powerful State, acting in cooperation with the vast energies 
and resources of this m.ighty confederation of united republics, even very small beginnings, properly directed, 
may at no ve y remote day, result in consequences mx)re wonderful and beneficent than the m.ost daring 
mind wotdd now venture to predict or even to conceive. 

In the appropriation of those funds vour memorialists would especially desire that a department 
for Normal School teaching, to thoroughly qualify teachers for county and district schools, and an 
appropriate provision for the practical education of the destitute orphans of the State, should not 
be forgotten. 

We think that the object at which we aim must so readily commend itself to the good sense and 
patriotism both of our people, rulers and statesmen, when once clearly and fully understood, that 
we refrain from all argument in its favor. 

We ask that one institution for the numerous industrial classes, the teachers and orphans of this 
State and of each State, should be endowed on the same general principles and to the same relative 



THE EDUCATIONAL HISTORY OF ILLINOIS 437 

extent as some one of the numerous institutions now existing in each State for the more especial benefit 
of the comparatively very limited classes in the three learned professions. If this is deemed immod- 
erate or even impracticable, we will cheerfully accept even less. 

As to the objection that States can not properly manage literary institutions, all history shows 
that the States in this country, and in Europe, which have attempted to manage them by proper 
methods, constituting a vast majorit}^ of the whole, have fully succeeded in their aim ; while the 
few around us that have attempted to endow and organize them on wrong principles, condemned 
by all experience, have, of course, failed. Nor can a State charter originate railroads, or manage 
any other interest, except by proper methods and through proper agents. And a people or a State 
that can not learn, in time, to manage properly and efficiently all these interests, and especially the 
great interest of self-education, is obviously unfit for self-government, which we are not willing as yet 
to admit in reference to an}^ State in the Union, and least of all our own. 

With these sentiments deeply impressed on our hearts, and on the hearts of manv of our more 

enlightened fellow citizens, your memorialists will never cease to pray your honorable bodies for that 

effective aid which you alone can grant. Respectfully submitted, by order of the Committee of the 

Convention, t tj t^, ,,„^„ nu ■ 

J. £S. iuRNER, Chairman. 

If any apology were needed for the incorporation of the foregoing memorial in 
these pages it would be furnished b}^ the extreme importance of the subjects thus 
urged upon the attention of the lawmakers and the remarkable results that followed 
in their own time. 

And now the movement was on foot. The Illinois Congressmen, representatives 
in the main of an agricultural people; saw the tremendous possibilities of such a 
scheme. Richard Yates, then in Congress, was at once attracted b}-^ a measure of 
such commanding statesmanship. He was the personal friend and admirer of Pro- 
fessor Turner, having been his pupil at Illinois College. He presented the Granville 
address to the National Agricultural Convention held in Washington and had it 
referred to a suitable committee, of which Senator Douglas was a member. 

On November 24, 1852, another convention was held, meeting in Chicago. It 
was there that the Industrial League of Illinois was formed. It received a charter 
from the legislature the next year. It kept before the people the subject for which 
Professor Turner and his friends were fighting. That it was well done there can 
be no doubt, for he was the principal director. The convention also "'Resolved, That 
this convention memorialize Congress for the purpose of obtaining a grant of public 
lands to establish and endow industrial institutions in each and ever}' State in the 
Union." Professor Turner's Granville plan was called for and was discussed section 
by section and heartily approved. 

" It was also voted unanimously that a department for the education of common- 
school teachers be considered an essential feature of the plan. " 

And now the papers were kept busy with reports of what had been done and 
what was hoped might be done, this master spirit guiding the whole discussion, and 
constantly contributing with his own pen. The fourth convention was held in 
Springfield on the 8th of January, 1853. Professor Turner was instructed to prepare 
another memorial to the legislature, which he did in his characteristic way. It was 
signed by Bronson Murray, President of the Industrial League, but there was no 
doubt of its authorship. The essence of the petition prayed the Senate and House 
of Representatives to memorialize Congress to appropriate to each State an amount 



43S THE EDUCATIONAL HISTORY OF ILLINOIS 

of public lands, not less in value than $500,000, for the endowment of a State Uni- 
versity in each State. The legislature granted the petition and instructed the 
Senators and Representatives in Congress to do all in their power to secure the pas- 
sage of a bill embodying the Turner idea. Moreover, messages were sent to the Gov- 
ernors and legislatures of all of the States inviting their cooperation. 

And now Professor Turner took the field, giving addresses, writing letters to 
prominent men, besieging the leading papers, and doing all that his tireless enthu- 
siasm suggested to carry his point. We have seen what became of the Normal school 
scheme of which he was so fond. 

But such intense activity could not continue long without a severe penalty. His 
eyes resented their abuse and for months he was obliged to sit in a darkened room, 
the slightest ra}' of light causing excruciating pain. In these months of suffering 
he appeared again and again, being led to the platform with his poor eyes heavih^ 
bandaged. The ranks were slowly but surely filling with converts to his great and 
all-absorbing plan. In 1854 the legislative resolution reached Congress where it was 
introduced b}" Representative Washburne. Mr. Yates wrote Professor Turner to 
prepare the bill and send it to him for introduction. He did so, but Mr. Yates was 
not reelected that fall, so there 'was another period of waiting. He appealed to 
Senator Trumbull and won his allegiance to the measure, but the Senator advised 
dela}', as it was now 1857 and the Kansas troubles were on. Meanwhile Justin S. 
Morrill had entered Congress. He was the man to whom the friends of the measure 
now turned. The results justified their confidence. The bill was introduced Decem- 
ber 14, 1857, but the Committee on Public Lands was unfriendly. He modified it 
and reintroduced it again April 20, 1858. It failed in the House, so he introduced 
it again the next A'ear. It succeeded this time in getting through the House but 
failed in the Senate. In 1859 it was again introduced and passed both houses, but 
was vetoed by President Buchanan. These were discouraging experiences, but 
there was no thought of giving up the fight. 

" Before the campaign of 1860, when Mr. Lincoln was nominated. Professor 
Tinner, talking with Mr. Lincoln at Decatur, told him that he would be nominated 
for President at the coming convention and afterward elected. ' If I am, ' replied 
Mr. Lincoln, ' I will sign 3^our bill for State Universities. ' A little later Stephen A. 
Douglas met Professor Turner and assured him, ' If I am elected I will sign your 
bill.'" . ^ ■ 

Mr. Douglas had no occasion to leave the Senate for the White House, but in 
1861 he wrote Professor Turner for his plan and for the history of the whole move- 
ment, declaring it to be "the most democratic scheme of education ever proposed 
to the mind of man." The letter was elaborately written and sent to be mailed, but 
the bearer returned with it for the wires were thrilled with the shocking intelligence 
of the death of the distinguished Senator. " In grief and disappointment the letter 
was thrown into the waste-basket." But it is always darkest just before the dawn, 
it is said. At any rate. Senator Morrill reintroduced the bill the next 3-ear, it passed 
Congress and Mr. Lincoln signed it. 

And thus the battle was fought and won. The University would now come as 
a matter of course. We have seen something of how it at last made its bow and 
began its noble work. 



THE EDUCATIONAL HISTORY OF ILLINOIS 439 

Professor Turner was to live for thirty-seven years longer, and thus to enter 
into the full enjoyment of his superb triumph. We shall hear of him again in con- 
nection with other service to the State. He died on the evening of January 10, 1899, 
having passed his ninety-third birthday. He was not ill for a single day. The call 
came so suddenly that there was no pain. He was at his supper. His friends were 
about him. There was a look of wonder in his face and then he fell asleep. 

He illustrates in the fullest measure what one capable and devoted man can do 
for a great cause. When those are selected who are to live forever in the Hall of 
Fame which Illinois is building for her benefactors. Professor Turner will come to 
his own. The deft worker with the hand, because he is also the deft worker with the 
brain, will celebrate his emancipation from the shackles of stupid laboriousness by 
gratefuU}^ crowning with a chaplet of laurel the colossal eSigy of the man who, more 
than any other, helped to join in indissoluble bonds Learning and Labor. 

Professor Turner viewed with great satisfaction the founding of the University 
of Illinois. He saw therein the possible realization of his fondest hopes for the 
amelioration of the condition of the laboring man. But it is more than probable that 
he experienced some disappointment in the slow evolution of the agricultural depart- 
ment. The farmers were ver}^ reluctant to avail themselves of the opportunities 
offered by the new institution. For several years the department of agriculture had 
but a handful of students. If they would not come to the university for extended 
courses perhaps they would- come to a brief course in which the most practical instruc- 
tion would be furnished. Thus thought Dr. Gregory, the Regent, as earty as 1868. 
In that 5^ear he advertised the first Farmers' Institute of which there is any record, 
at least in Illinois. It was a four daA^s' session and began January 12, 1869. There were 
lectures on soils and their management, on grass, wheat, corn, potatoes, root crops, 
orchard fruits, grapes, small fruits, breeds of cattle, horses, swine, sheep and the 
sciences involved in the various aspects of agriculture. The editor of the St. Louis 
Journal of Agricultvire said of the meeting: " Thus was inaugurated a new and prob- 
ably important movement in western agricultural education and improvement. 
Regarding it as an experiment, it may be safely recorded as resulting successfully. 
The lectures and discussions^ were attended by the students of the University, seventy 
or more in number; quite largely attended by the citizens of Champaign and vicinity, 
and there was a goodly number from various parts of the State. The lectures were, 
most of them, of an eminentty practical character and the discussions lively and 
interesting. ' ' 

The succeeding j^ear the University held three institutes elsewhere; in 1871, four 
were held under its auspices, in 1872 five and in 1873 eight. Since the last date 
there have been no institutes held by the University except within its own buildings. 
In 1875 it was "Resolved, That the corresponding secretary be authorized to arrange 
for farmers' institutes without expense to the University, and to call upon its pro- 
fessors for such services as lecturers as they may be able to render without detriment 
to their classes, provided that the traveling expenses of such professors and lecturers 
shall be paid by the localities benefited by such institutes, or without charge to the 
University." 

For some reason the University and the farmers did not get on well together, 



440 THE EDUCATIONAL HISTORY OF ILLINOIS 

SO the farmers did what they could in the way of keeping the institutes aHve. Be- 
ginning in the early eighties the State Board of Agriculture was instrumental in 
reviving the institutes. Two were held in 1882 under its direction, and the number 
increased from year to ^^ear, thirty-three being held in 1887. In 1889 the General 
Assembly made its first appropriation for the support of farmers' institutes, $100 
being voted to each congressional district, to be expended under the directions of the 
State Board of Agriculture. In 1891 there was an appropriation of $50 made to 
each county to be used for a farmers' institute, the money to be expended b}^ the 
local association of farmers. 

An act creating the Illinois Farmers' Institute was passed in 1895, being approved 
by the Governor on the 24th of June. The Institute consisted of three delegates 
from each county of the State, to be elected annually at the county institute by the 
members of that body. The governing body consists of a board of directors, five 
of whom are members ex officio, and one member is elected from each congressional 
district in the State by the delegates from the district at the annual institute. The 
term of the elected members is two years. The members first selected from the 
even-numbered districts served for one year; after that all served for two years. 
Thus half of the elected members were chosen each 3^ear. The members ex officio 
are the State Superintendent of Public Instruction, the head of the department of 
agriculture in the State University, the president of the State Board of Agriculture, 
the president of the State Horticultural Society, and the president of the State 
Dair^^men's Association. 

It was but a stepmothering that the State gave to the Institute at the start. 
The statute gave it a form of organization but no money with which to pa}^ its 
expenses. The members were therefore obliged to foot the bills out of their personal 
resources. They accepted the situation and went forward with their meetings. 
The first session was held in Springfield, beginning January 7, 1896. Since that 
time there have been annual sessions of the Institute. The act of 1895 provided 
for the publication of the annual reports. In 1897 an appropriation of $7,000 was 
made for the annual institute and an appropriation of $50 for each county institute. 
Two years later the appropriation for the Institute was increased to $8,000, and $70 
was allowed to each county institute. 

In 1901 an additional appropriation of $2,500 was made for the purchase of 
books and for the support and management of the Farmers' Institute Free Li- 
braries. There are about forty-five volumes in each library, and they are properly 
boxed for transportation, and rural communities may avail themselves of their free 
use. If a community desires the use of one of these libraries it may secure it for 
six months by paying the express from and to the distributing point — Springfield. 

In 1903 the General Assembly treated the Institute generously, providing $70 
for an institute in each county, $2,500 for free libraries, $2,000 per annum for a sec- 
retary, and $7,500 for the expenses of the annual meeting of the Institute. The 
appropriations aggregated approximatel}^ $20,000. 

As soon as the Farmers' Institute was in working order it realized its dependence 
on the University for expert lecturers. It therefore became an extremely active 
propagandist for the development of the College of Agriculture. The University 



THE EDUCATIONAL HISTORY OF ILLINOIS 441 

and the Institute have now worked hand in hand for several years, each finding its 
most valuable alty in the other. 

It is in the report of 1904 that Mr. Frank H. Hall's name first appears as super- 
intendent of institutes. He then entered upon that memorable career in agricul- 
tural education with which the people of Illinois are familiar. He was a Maine man, 
born in 1841, served in the army, and in 1864 began to teach school, a calling which 
he followed without interruption for thirty-eight years. In 1866 he came to Illinois 
and secured the principalship of the schools of Earlville, a village in La Salle county. 
The patrons of his school discovered that something unusual was going on over at 
the schoolhouse. And they were not mistaken; a very unusual man was there and 
very unusual work was on with the children. 

In his schools there were just two grades of papers — "perfect" and "not perfect." He taught 
his pupils how to think — how to help themselves. The higher the goal the more eager they were 
to reach it. He proved to them that perfection was possible. When a pupil had made one perfect 
paper and had experienced the feeling of having done a thing exactly right, he was in possession of an 
ideal that would cling to him in every walk in life. Thus, not only school lessons but life lessons were 
learned under this master. Even the little children whom he taught their first lessons in the ' ' three 
r's" felt the force of his personality throughout their lives. 

Here is a letter that one of the Earlville children, now a physician, wrote to Mrs. 
Hall after the master's death: 

I counted him one of the best friends I ever had. He taught me how to read, and that is the 
key that will open the way to a liberal education for any boj' who has a desire for it. I remember 
well when he came to Earlville and took up the work in a school that had quite a number of boys 
just hoine from the army. They were hard to control, but he was a born instructor, and knew exactly 
the things to teach that would be necessary for the life-work to come. He made pretty good boys 
out of pretty bad timber, or at least timber hard to work and to fashion into good citizenship. Thou- 
sands of times have I made use of the various things that he taught me, to my profit, my enjoyment, 
and my satisfaction. 

While in Earlville he was married to Miss Sybil E. Norton. One son was bom 
to them while they were there. 

In 1868 he was selected out of thirty-five applicants for the superintendency of 
the schools of West Aurora. He remained in that position for seven years. And 
he was far more than a classroom teacher; he was a real superintendent in that he 
took his teachers in hand most sympathetically and most efficiently, and won their 
unfailing gratitude for the genuine help that he gave them. They not only learned 
how to teach under his tutoring, but they also caught the infectious enthusiasm that 
characterized him to the close of his life. 

It was in 1875 that a few intelligent farmers at Sugar Grove conceived the idea 
of a rural school that should especially deal with the problems of rural life. The 
leadership in the movement is accorded to Thomas Judd. It is no small honor to 
have started a movement that is now making headway under the name of the con- 
solidated school propaganda. There was but one way to carry on the enterprise, 
and that was for those interested to put their hands in their pockets and make up 
what was needed above what could be secured by taxation. So they put up a school 
building on the prairie seven miles to the west of where Frank Hall was teaching, 



442 THE EDUCATIONAL HISTORY OF ILLINOIS 

and asked him to manage the scheme. They called it " The Sugar Grove Normal 
and Industrial School." It seemed to him a great opportunity^ to do what he had 
dreamed about and he accepted the call. This was in 1875. Mr. Judd was so 
deeply interested in the experiment that he added certain necessar)^ features to the 
equipment. A boarding-house was indispensable, as were places for the shelter of the 
horses and the vehicles by which the da}' pupils reached the school. The success 
of the venture was at once assured. 

What was taught? Why was this school so popular? Life lessons were taught. Knowledge 
was sought not that it might be hoarded but that it might increase its possessor's personal power — 
strength — independence which is born of power — world-force. Frank Hall did not think it neces- 
sary to studv one thing for discipline and another for necessary facts. As well might the farmer 
require his men to exercise four hours a day in the gymnasium to develop the muscle necessary to 
pitch off a load of hay, as for the student to study the euphonic changes of the Greek verb that he 
might have the inental vigor necessary to master chemistrv and physics. He believed it a waste 
of time to store a pupil's mind with facts, which in all probability that pupil would never be able to 
use in his dailv work. Teach him where to find facts which he needed to know — and teach him 
to think — that was all. . Useless intellectual possessions would never give any great amount of satis- 
faction to the owner of them. This does not mean that he did not believe in the "arts." Knowledge 
that would contribute to the world-happiness belonged in the same category with knowledge that 
contributed directly to utility — utility included happiness and happiness included utility. Knowl- 
edge which could be made a basis of action was the knowledge which each pupil should seek. Knowl- 
edge that "would bring in gold" was not so mercenary as it sounded. With the gold one might bu}- 
food and clothes and books and papers 

As the schoolmaster himself said : 

"We learned to use the milk-tester and we read Shakespeare. 

"We investigated the subject of cattle-raising and we studied Virgil. 

"We learned how to raise hogs and reveled in the beauties of Homer. 

"We studied the subjects of grasses and haj- and mastered cube root." 

This was a school in which the pupils put into immediate practice in a concrete 
and sincere way the knowledge that the}' acquired in the school. They did not 
play at realit}'. The}' studied agriculture in order that the}' might improve the 
crops that they raised on the school farm, i^nd so it was with all of the rest. 

And b}' the side of his school the master ran a department store. The old- 
fashioned country store was the original department store. And his wife helped 
him in the management of it. He was also the postmaster, and he managed a lumber 
yard and a creamer}', and he was a to'^aiship trustee. It is said that he was a bit 
too indulgent to make the store a financial success, but the customers profited b}' 
it if he did not always come out ahead. 

It was while he was at Sugar Grove that he became great!}' interested in the 
political questions that were agitating the public mind. It is not necessary to 
review the issues that divided men in the campaign of 1878. Reference has already 
been made to his part in the campaign of that year. He was a candidate for the 
office of Superintendent of Public Instruction, being the nominee of a fusion party 
composed of Democrats and Independent Reformers, but he 'was defeated. There 
were greater things for him to do than he could have accomplished as an office-holder. 
He was nominated b}^ the same part}' four years later and with a similar result. 

In 1887 he left Sugar Grove and took charge of the school at Petersburg. He 



THE EDUCATIONAL HISTORY OF ILLINOIS 443 

remained there but a single year, as he was recalled to West Aurora in 1888. He 
was especially fond of that community and returned to his old friends and neighbors 
with great delight. One of the members of his board at Petersburg was also a mem- 
ber of the board of trustees having in charge the school for the education of the blind, 
at Jacksonville. He determined that if it were a possibility Mr. Hall should go to 
that institution and take charge of those unfortunate wards of the State. In 1890 
he succeeded in carrying out his plan and the Aurora board reluctantly released him. 

And now Mr. Hall entered upon a work that gave him a national and an inter- 
national reputation. He was peculiarl}- fitted for such a task. His warm sympathies 
for the sightless children stirred him to the supreme effort of his life. His remark- 
able insight into the nature of the educative process and of the conditions under 
"which the mind performs the miracle of learning gave him such a professional prep- 
aration as the members of what are called the learned profession acquire or deem 
necessary to be acquired before engaging in their practice. His experience at Sugar 
Grove had remarkably equipped him with skill in the use of manual occupations for 
educative purposes. Moreover, he had a gift at mechanics. He could not only 
handle machiner}^ but he could invent tools that lightened labor. 

What a wonderful meeting it was of the man . and the occasion ! He turned to 
his problem with a delight and a passion that meant wonderful things for the chil- 
dren. The first problem that presented itself was the limitation that came with 
absence of sight. "Of what are these children capable?" he asked himself. He 
studied blind children in order that he might put himself in their place. He went 
to similar institutions to discover what had been learned about them and what had 
been done for them. When he had made up his mind as to what the}^ were capable 
of doing best he built his course of stud}^ on that line. His biographer, from whom 
these quotations have been mainly selected, says: 

He secured teachers competent to teach in all literary and musical branches, mattress-making, 
hammock and horse-net making, broom-making, piano tuning and repairing, sewing, chair-caning 
and bead work. He inspired pupils with a desire to do their work well — not to be satisfied with 
work fairly well done — not to be content with a piece of work of which people would say, "Isn't 
that wonderful to be done by the blind?" They found that in certain kinds of work they could make 
"perfect papers" just as well as tlieir seeing fellows, and nothing less than perfect satisfied them. 

It was a new thought to the blind that they could become self-supporting and 
that they could forget their misfortune in the joy of work. They were no longer 
condemned to irksome idleness. There were tasks that the world was glad to pay 
for and that one was not incapacitated from performing b}' the denial of sight. 

But the books ! How were they to push into the world of letters except through 
the aid of the reader's voice? Book production for the blind was so expensive that 
very few of them were available. How could this perplexing difficult}^ be overcome 
so that the blind child might have his book of raised letters as the seeing child had 
his book of visible words? 

He studied the three kinds of raised print used by the blind the world over — decided which 
print was the simplest and most easily adaptable, and then began putting his inventive genius at 
work upon a machine that should be to the blind what the typewriter is to the seeing — even more 
than this. 



444 THE EDUCATIONAL HISTORY OF ILLINOIS 

And thus there was worked out for the bHnd the Braille-writer. The making 
of books was now eas}'. All that was needed was a writer that would stereotype 
on metal and then the "plates" were ready for the printer. Similar^ he invented 
a map-machine and it was like opening the e^^es of the blind. With the writer they 
could communicate with their absent friends or make a record of what the}^ wished 
to preserve. With the stereotyping machine it was only necessary to write the 
page of a book on the metal sheet, put it on the press, and there is so much of the 
seeing child's book ready for the marvelous fingers of the blind. 

Why did he not patent it ? Because he was Frank Hall. He made an arrange- 
ment with the manufacturers so that these machines could be furnished to the blind 
everywhere for $13 and to his own pupils for $10. 

In ]S93, when at the World's Columbian Exposition, Helen Keller was introduced b)r her teacher 
to Frank Hall. She made the perfunctory response, " How do you do, Mr. Hall?" Her teacher said 
to her, " This is the Mr. Hall that made your Braille-writer," and instantly Helen Keller's arms were 
around his neck and her lips kissed his cheek. This in itself more than paid him for the invention 
of the Braille machines, and he could never tell of this httle incident without tears in his eyes. 

It' is not surprising that there was a touching memorial meeting at the school 
for the education of the blind after he had passed away. 

Although ardently devoted to his work with the blind children he had by no 
means lost his interest in public-school work, and so he went back to it with the old 
passion. Waukegan needed a superintendent. Some of Mr. Hall's friends heard 
of the position and wrote the board about him. One said, " Do you want a man 
whose coming to you would mark an epoch in the life of the town so that thereafter 
' 5^ou would count events as occurring before or after his arrival? If so get Mr. Hall, 
and get him at once." After the reading of two or three such letters from men who 
were known to at least one of the members of the board, one of them said, " Mr. 
President, I move that no more of those letters be read and that Mr. Hall be employed 
without further ceremony." And it was done. Whether the friend's prediction 
was a true prophecy or not may be inferred from the following incident: At the 
close of his second year he was offered an advance of $800 a year to take the super- 
intendency of the Joliet schools. He consulted with his board and they told him 
that he must not go, and that they would meet any offer. He agreed to stay, but 
declined an advance as he believed Waukegan unable to pay more than the $2,000 
that he was then receiving. The Board entered a protest, but he was persistent and 
made it a condition of his remaining that he should receive only his previous salary- 
The Board at last seemed to acquiesce, but just as they were about to adjourn a 
member moved that he receive an additional salary of $800 for work done in the high 
school. He tried to speak, but was declared out of order by the president. The 
motion was unanimously carried and the Board at once adjourned. The next year, 
however, he made the school a present of a $300 stereopticon and views, so that he 
came near having his way after all. 

He spent four happy years at Waukegan. At the end of that time there came 
a change of administration at Springfield and he went back to the children at Jack- 
sonville. If there was ever a defense for imitating the pohcy of the executive that 
dismissed him it was to be found in this action of Governor Tanner. 



THE EDUCATIONAL HISTORY OF ILLINOIS 445 

He remained at Jacksonville until 1902. Feeling himself hampered by the policy 
of the administration he resigned and took up his permanent residence at Aurora. 
But he was not to be permitted to retire from the service of the public. There is 
at Winchester a man whose physical proportions are a type of his mental endowments 
and of his interests in agricultural education. He is a wealthy farmer who works 
his land under the guidance of scientific principles. His name is A. P. Grout. It 
is a familiar one to the Farmers' Institute people. He has for several summers 
offered a free course of lectures on matters pertaining to the farm to a group of boys, 
and they have gladly availed themselves of his generosity. He was determined to 
bring the talents of this master of the teaching art into the service of the farmers 
and, as a consequence, Mr. Hall was first appointed secretary and shortly after 
superintendent of the State Farmers' Institute. He continued at this work until 
his failing health necessitated his resignation, which took place in 1910. 

From what has been written here what he did in his new position may be inferred. 
It was the first time in the histor}' of the State that a highty accomplished teacher 
had occupied such a relation to the men and women who were tilling the farms of 
Illinois. He went from one end of the State to the other, organizing gatherings of 
farmers, putting into these meetings the strongest specialists of the University staff, 
making countless addresses himself, pleading, exhorting, stimulating in all ways at 
his command the growth of a scientific spirit among the farmers. It was a great 
career. 

But he was not strong enough physically for so arduous a life. A rash exposure 
in order that he might meet an engagement brought with it a severe cold from which 
he could not rid himself. It was the beginning of the end. Slowly his strength 
failed. The friends who went to sit with him in his sickroom could not mistake 
the indications that pointed to an early closing of his remarkable career. He crossed 
the line into the new year of 1911, but two days later he passed away. 

There is scant room in this history to do him an}-thing approaching justice. 
The memorial sketch prepared by his children and dedicated to the gentle woman 
who was his life companion reveals the spirit that always moved him. It is an exqui- 
site tribute to a noble character. 

During his sickness letters from loving friends poured in upon him. They would 
fill a volume. What an infinite consolation they must have been to him! After he 
had gone organizations and organizations passed resolutions recounting his services 
and expressing sincere sorrow at his untimeh' death. His wife and family received 
from every source letters of the "warmest sympathy. - 

His funeral was held at the New England Congregational church in Aurora on 
January 5. It was conducted by Rev. Orville Petty. Four of his long-time friends 
spoke briefly. Orville T. Bright, Assistant Superintendent of the Public Schools of 
Chicago, told of the first meeting with him, thirty years before, and of the great 
demand for his services as an institute conductor. The acquaintance begun there 
ripened into a most affectionate intimacy. "At one time I brought more than half 
of the teachers of my own school to get the inspiration of his school at Aurora. He 
told me he thought of going to Jacksonville and I had a long talk with him about 
it, and I wondered how he, a schoolmaster, the same as I in some wa3^s, could think 



446 THE EDUCATIONAL HISTORY OF ILLINOIS 

of teaching the bhnd. He said, ' Bright, I beheve that I can do it ! ' How he did 
do it I will not pretend to say. Nobody can describe his work, his inspiration, his 
success. Nobody could see him with a class or with an audience of blind children 
and men and women without tears of gratitude that such a man lived and taught. 
It was wonderful! The fame of the instructor of the Jacksonville institution was 
not confined to Illinois, ' not confined to the United States, it spread all over the 
civilized world, and it was because he knew how to teach, the greatest thing an}- 
man or woman can know." 

Mr. Bright sketched his work at Waukegan and his later service to the farmers. 
" He has the gratitude of the children he taught, the gratitude of the teachers he has 
helped, up and down the State; the gratitude of the blind children whom he 
helped into greater happiness; the gratitude of the farmers whom he assisted 
to a more rational life. Is it too much to say that Frank Hall as a great 
citizen of Illinois, judged by any standard which we may set up, occupies a place 
most unique?" 

President Alfred Bayliss, of the Western Illinois State Normal School, said that 
he had been "A disciple and follower, though often at a great distance, for more 
than thirty years; indebted more to him during most of that time than to any other 
for suggestion and inspiration. 

"^^Tiether at Sugar- Grove, revolutionizing the chief industry' of a township with 
a dollar's worth of test tubes; at Petersburg, introducing the simple device of 'Sup- 
plementary' books in teaching little children to read; here in Aurora, as so many 
of vou remember him well; in Jacksonville, in the unsurpassed work which gave him 
the world-wide title of ' Friend of the Blind ' ; in those fiaiitful four years at Waukegan 
pending his recall to Jacksonville, or in these last strenuous ^-ears of mediation 
between the scientific farming of the experiment stations and the practical farmers, 
Frank Hall was always a leader — a supei-b teacher of teachers. 

"As such his strength was due to the same qualities that made him great as 
a man. He had an almost prophetic clearness of vision, great skill in exposition, 
courage to state the truth as he saw it, and that prime qualit}* of great hearts, patience 
to wait for those who could not at once see what he saw. . . He seemed 

to have adopted or ■^Tought out for himself, that fine notion of Carhde's about human 
dignit}" : There are two men to honor and no third — the hard-handed, weather- 
beaten craftsman, whose reward is so often scarceh' more than the indispensable 
daily bread, and the toiler for the spiritualh' indispensable, the bread of life. These 
two dignities he combined as few of us succeed in doing, and thtis approached the 
highest possible expression of humanity." 

Prof. Fred H. Rankin, of the Universit}* of Illinois, had been closely associated 
with him in his work in the Farmers' Institutes. These are a few brief qt:otations 
from his address : 

" Nattue makes no duplicates of men like Frank H. Hall, scholar, educator, author, 
inventor and farmer ; he saw with clearer outlook and broader vision than most men 
the undeveloped possibilities of American ag-riculture and the opportunities for the 
citizen farmer. . . . He loved the land and the things of country life even 
as the poet loves nature or the artist loves form and color. He thought clearly and 



THE EDUCATIONAL HISTORY OF ILLINOIS 447 

saw the tremendous economic consequence of right and wrong educational pohcies 
when given appHcation to the productive industries, more especially agriculture. 



"To develop the agriculture of the country, to make farm life pleasant, to edu- 
cate the farm boy and the farm girl to a better conception of the manifold advantages 
of farm life, to impress upon the country the value of science in agriculture, all this 
and more made up the life-work of this good man whose influence extended far 
beyond the borders of our State, and which is, to my mind, the chief asset that he 
has accumulated and which has made his life an exemplification of Dr. Johnson's 
motto — ' 'Tis better to live rich than to die rich.' He loved his friends, he loved 
men and men loved him." 

The fourth speaker was President John V/. Cook, of the Northern Illinois State 
Normal School. His intimacy with Mr. Hall extended over more than thirty years. 
He said in part: 

" Frank Hall was a divinely anointed pioneer. The fever of the scout was in his 
blood. He was always scanning far horizons for the coming of new light and joy- 
fully hailed it as it kindled its beacon fires on the high hills. 

" He was an idealist to the core, yet he was the prophet of the practical. A 
thinker and a seer of visions, yet he was forever harnessing his thought to the loaded 
wagons of the world and urging his visions upon the humblest toilers. He came 
with a new philosophy of work, an irradiation of the labor of the hands by reason. 

" It was a gracious gift of heaven that led this man to the school. He was so 
clear-eyed, so free from the trammels of tradition, so infused with gentleness, so 
sustained by faith in his fellows and so inspired with the radiance of hope. 
"Who can count the altars upon which his name is written and whose fires will never 
go out until memor}^ shall lose her gracious empire in the soul! One could not go 
where he had been without finding the air electric from the magic of his presence. 



" His life with the children of the dark was in the happiest accord with all the 
impulses of his nature. Their helplessness appealed to him like the voices of lost 
wanderers in the night. His humanity responded to the pathos of their unhappy 
fate as the needle answers to the call of the distant pole. For them his genius for 
invention bent itself to the supreme task of producing new tools to take the places 
of those sightless orbs that were closed to the wonder of the revealing light. 
And it was not alone the children of his immediate solicitude that were to profit by 
his sympathetic skill, but all who live in the shadow land of that great affliction. 
And his free gift of this child of his brain to those for whom it was 
created excited slight comment from those who knew him well. 'Noblesse oblige.' 



" The years will fare on as they have done since the morning of the world. Each 
of us will play his part, the curtain will fall and the stage be tenantless, but he will 
have a sure immortality in the heart of God's afflicted ones. I have but to close 
my eyes to this insistent pageant of to-day to have an abiding vision of his familiar 



448 THE EDUCATIONAL HISTORY OF ILLINOIS 

figure. His sensitive face is full of that smiling benignity that we knew so well. 
About him are the happy children busy with their tasks. Clasped in his strong hands 
are the hands of those who never saw the glor)^ of the light, but into whose lives has 
come another world of beauty through his revealing touch. Listening to his words 
of wisdom and inspired by his idealism are the young and the mature and the old, 
who pay him the grateful tribute of thankfulness. And thus we all shall see him 
to the end, if end there be." 



THE EDUCATIONAL HISTORY OF ILLINOIS 449 



CHAPTER XVIII. 
*THE STATE COURSE OF STUDY. 

THE closer supervision of the schools which led to the development of the 
present Coiarse of Study had its beginning in Macon County, about 1879 
or 1880, with John Trainer, County Superintendent of Schools in that 
county. His work soon spread into Piatt and Champaign counties, and grew into 
what served for a time as a course of study for those counties. As time passed and 
the idea developed, new courses embodying special features appeared in various 
counties of the State. 

At a meeting of the Central Illinois Teachers' Association, at Jacksonville, in 
March, 1889, the friends of the plan discussed the advantages of a State Course, 
and at their solicitations, Hon. Richard Edwards, Superintendent of Public Instruc- 
tion, issued a call to count}' superintendents and other leading educators of the 
State to meet in Springfield, April 10, 1889, to discuss the subject. As a result 
of this meeting, a committee, consisting of George R.- Shawhan, County Superinten- 
dent of Champaign county; J. A. Miller, County Superintendent of McLean county; 
George W. Oldfather, Count}^ Superintendent of Knox county; George I. Talbot, 
County Superintendent of De Kalb county, and J. D. Benedict, County Superin- 
tendent of Vermilion county, was appointed to compile a course of study for the 
State, consisting of eight years of work, eight months to each year. 

This course was completed and published in time for the opening of the schools 
in September of that year. One edition was issued by the State Department of 
Education. It was used in most of the counties of Illinois, also in some counties 
in every State west of New Jersey west to the Pacific coast. It continued in use 
until 1894. 

In the article by Mr. C. M. Parker, from which extracts are made later, Mr. 
Parker says: 

The course just described was the first to be put into general use in most of the counties of the 
State; but nine 3^ears previous to the pubhcation of the course, September 1, 1880, there was issued 
from the office of the State Superintendent of PubHc Instruction for distribution to the teachers and 
to the board of directors of each ungraded school of the State an ' ' Outline of Study for Ungraded 
Schools of Illinois." 

In December, 1879, soon after the beginning in Macon county, a meeting of county superin- 
tendents was held in Bloomington, and after discussing the subject of a course of study for the ungraded 
schools, a committee was appointed to prepare an outline of study. This committee consisted of 
Hon. James P. Slade, Superintendent of Public Instruction; A. G. Lane, county superintendent of 
Cook county, and Mary L. Carpenter, county superintendent of Winnebago county. 

This outline was a mere pamphlet of less than seven pages, the first page being an introduction, 

*From a historical sketch in the State Course of Study 
29 



450 THE EDUCATIONAL HISTORY OF ILLINOIS 

the next two pages being an outline of study for first, second, third, fourth and fifth reader pupils. 
The last three and a half pages consisted of general directions and suggestions for teaching the different 
branches. 

I remembered to have received a copy of this pamphlet soon after it was issued and glanced 
through it, but did not put it into practice in my school, and so far as I have been able to learn there 
are very few teachers who used it or who have any recollection of this first State outline of study. 

It seems that the outline of 1880 was amended and modified in 1883, but I have never seen a copy 
of that edition and have been unable to secure it for description in this paper. 

Joseph H. Freeman, president of the State Teachers' Association, in 1893, in his 
inaugural address urged the revision and improvement of the State Course of Study. 
In accordance with his suggestion the following committee was appointed, on Decem- 
ber 28, 1893, to do that work: George R. Shawhan, Count}^ Superintendent of 
Champaign county; Henry Foster, County Superintendent of Livingston county; 
Joseph M. Piper, County Superintendent of Ogle county, and A. C. Butler, Principal 
of Taylorville Township High School. This committee completed its work in time 
for most of the annual institutes of 1894, making the cotu'se conform to the new law 
relating to alcohol and narcotics. A two-year higher course was also added at that 
time. This was the first general revision of the course. 

At the December meeting, 1895, the County Superintendents' Section of the 
State Teachers' Association appointed a standing committee on the revision of the 
State Course of Stud}'-. It consisted of the following members: Hon. S. M. Inglis, 
Superintendent of Public Instruction, and George R. Shawhan, County Superin- 
tendent of Champaign county, chosen for thred years; Prof. James Kirk, of the 
Southern Illinois State Normal School, and J. M. Piper, County Superintendent of 
Ogle county, for two years; E. W. Cavins, of the Illinois State Normal University, 
and W. R. Hatfield, County Superintendent of Pike county, for one year. During 
the following year this committee perfected the plans and collected material for 
several new features. In December, 1896, John W. Cook, President of the State 
Normal University, succeeded Mr. Cavins as member of this committee and Super- 
intendent Hatfield was reelected for three years. 

The second general revision of the course was made in 1897, under the general 
directions of the following persons, then constituting the standing committee on 
State Course of Study: Hon. S. M. Inglis, State Superintendent of Public Instruc- 
tion; George R. Shawhan, Count}^ Superintendent of Champaign county; Prof. 
James Kirk, Southern Illinois State Normal University; W. R. Hatfield, County 
Superintendent of Pike county; John W. Cook, President Illinois State Normal 
University; J. M. Piper, County Superintendent of Ogle county. It contained 148 
pages. 

In 1900 the course in agriculture prepared b}' the Department of Agriculture 
of the University of Illinois was added and made a part of the State Course. 

At the meeting of the County Superintendents in December, 1900, it was decided 
to increase the number of members on the standing committee from six to eleven. 

The third general revision was made in 1903 under the general direction of the 
following persons then constituting the standing committee on State Course of 
Study: State Superintendent Bayliss, Professor Kirk, Messrs. Shawhan and Piper; 



THE EDUCATIONAL HISTORY OF ILLINOIS 451 

President Felmley, Illinois State Normal University; President L. C. Lord, Eastern 
Illinois State Normal School; President John W. Cook, Northern Illinois State 
Normal School; County Superintendent U. J. Hoffman, of La Salle county; County 
Superintendent C. L. Gregory, of Mercer count}^; County Superintendent Hester 
M. Smith, Pulaski county; County Superintendent R. T. Morgan, Du Page county. 
The course in household arts was added at this time. This revision was edited by 
Superintendent Shawhan, who had been identified actively with the plan from its 
inception. It contained 218 pages. 

The fourth general revision of the course was made in 1907. The following 
additions to the course were made at this time: A course in constructive work for 
primary grades; a course in language for first and second grades; a two-year high 
school . course for country and village schools, outlined by months; a suggestive 
three-year course for smaller high schools; a course in manual training; suggestions 
for experiment clubs. This edition was edited by County Superintendent Charles 
Mcintosh, of Piatt county. 

The committee at this time consisted of the State Superintendent of Public 
Instruction, the presidents of the State Normal Schools, Professor Kirk, Miss Cora 
M. Hamilton, of the Western State Normal School, and the following County Super- 
intendents: C. H. Root, Grundy; George W. Brown, Edgar; A. D. Curran, Kendall; 
Charles Mcintosh, Piatt. This is the course now in general use. 

In the preface of the last edition of the course ma}' be found the names of the 
persons who prepared the several courses. This list is a guarantee of the intelli- 
gence and faithfulness with which the work was done. The moving spirit of the 
work in recent years has been Superintendent Mcintosh. The publishers of the 
course since the first edition has been the indefatigable C. M. Parker, of Taylorville. 

The following .extracts from an article by C. M. Parker will give a clearer con- 
ception of the reforms that are mainly due to the publication of the Course of Study: 

In order to understand what had been done for the improvement of the schools by the State 
Course of Study, it is necessary to know something of the conditions existing before the plan was intro- 
duced in comparison with the schools at the present time. [1905.] 

We must remember that a quarter of a century ago most of the country schools of Illinois' were 
in a semi-chaotic condition, without organization or system. Each school was a "law unto itself," 
following the whims of its teacher, who was usually employed in one school but a single term of a few 
months. Short terms and frequent changes of teachers were great drawbacks to education in Illinois 
twenty -five years ago. 

As there was no established course of studv it was common for each teacher to spend the greater 
part of his time in giving instruction in one or two branches in which he was best informed, to the 
neglect of other studies equally important. In some schools at least half of the entire da)^ was given 
to arithmetic, while in others the time was devoted largely to the oral spelling of words, many of 
which were meaningless alike to teacher and pupils. In many of these schools children were actually 
trained in habits of indolence, because they were permitted to fritter away their time, year after year, 
in a very unprofitable study of the "Three R's." 

The classification of most of the country schools was poorh' planned and caused great waste of 
time and energy. One county superintendent, in speaking of this, sa3='s he visited a school having 
an enrolment of sixteen pupils in which there were thirteen classes in arithmetic, all reciting daily. 
He also states that the teaching of writing was entirely omitted in this school because the teacher 
could not find time for it in the crowded program of recitations. 



452 THE EDUCATIONAL HISTORY OF ILLINOIS 

Twenty-five years ago, language lessons, English grammar, geographj^ and United States history- 
were not taught in many of the ungraded schools in Illinois, because of the fact that in many instances 
neither parents, pupils nor teacher had a definite idea of what branches should be included in a well- 
balanced course of instruction. If teachers insisted on any studies outside the "Three R's," they 
were often opposed both by their pupils and the parents. In fact, one of the greatest obstacles with 
which teachers had to contend during the early days of the course of studv was that many pupils 
objected to taking all of the branches necessary to complete the course. Before the introduction 
of an established course the children of many localities had been allowed to choose their studies, 
taking only such branches as they liked, or imagined that they would like, and omitting all others. 

Mam- pupils and parents objected to instruction in such important subjects as language and 
grammar on the ground that such studies were useless to any one except to those who were preparing 
to teach those branches. 

I remember in m}- own early experience as a teacher that a reasonabh' intelligent farmer, who was 
considered a leader in his neighborhood, objected to his boy studying grammar because he wanted 
him to put in his time learning to spell. Finally he consented for the boy to enter the grammar class 
upon being shown that a simple phrase, like "dog's ears" was spelled in two different ways according 
to the meaning to be expressed, and that his boy could not tell which spelling to use in a given sen- 
tence without some knowledge of the principles of language, to be learned only through the study 
of English grammar. 

This illustrates the great importance formerly given to spelling as a school study. This parent 
was willing for his boy to study grammai- to learn to spell, but for no other reason. 

The Illinois school law of 1872 said; "It shall be the duty of the county superintendent, if so 
directed by the county board, to visit, at least once in each 3'ear, every school in his county, and to 
note the methods of instruction, the branches taught, the text-books used, and the discipline, govern- 
ment and general condition of the schools." 

This act gave the county board authority to say whether or not the count^^ superintendent 
should visit the schools. So long as there was no effective plan of supervision aside from an annual 
visit of an hour or two to the isolated country school, and that visit often just before the close of the 
term, when suggestions would be of little value, the name, county superintendent of schools, was 
a misnomer in many parts of Illinois. However, a few wide-aw-ake superintendents showed by their 
faithful work that country school visitation could be ixiade worth while. In their visits these pro- 
gressive superintendents had an opportunity to study the conditions existing in the country schools. 
They sazv the lack of system aiiJ felt deeply the need of some kind of supervision in country schools. It 
was the realization of this great need that led to the evolution of our course of study. 

As is well known, John Trainer, former county superintendent of Macon county, was the pioneer 
in the use of the course of study in the countr}- schools of Illinois. He did more for the establishment 
of the plan than anv other person in the State. In the preface to his first Course of Study Mr. Trainer 
states that he lays no claim to originality in offering the plan but refers his readers to the system 
as practiced in Monongalia county. West Virginia. 

It appears that a plan of country- supervision somewhat similar to that introduced by Mr. Trainer 
had been used in West Virginia a few j^ears prior to the beginning in Illinois. Alexander L. Wade, 
countv superintendent of Monongalia county, West Virginia, is spoken of as "the Father of the Grad- 
uating System for Country Schools." As early as 1875 or 1876 he issued a book entitled "A Graduat- 
ing System for Country Schools." This book is now out of print and I have been unable to obtain 
a copy of it, but I have been informed by the present State Superintendent of West Virginia, Hon. 
Thomas C. Miller, who was a friend of Superintendent Wade, that the w-ork was widely circulated 
and that the system was adopted in many parts of the country. 

In giving an account of the introduction of a course of study into the schools of Macon county, 
Mr. Trainer says: 

"In the autumn and winter of 1S7S and 1879, the plan of grading the countn- schools now in 
successful operation in manv counties of Illinois, was first agitated in Macon county. After talking 
the plan for several months and maturing his mode of operation, the superintendent issued a little 



THE EDUCATIONAL HISTORY OF ILLINOIS 453 

pamphlet containing a course of study in detail, also suggestions as to classification, examinations, 
and organization. This was put into the hands of teachers and they were asked to try it or let it 
alone as they saw fit. Out of 188 teachers in the county only about forty tried it. Of this number 
about five or six said the plan was a failure and that a course of study could not be followed in the 
country schools, while the others who had tried said 'It can be done.' 

"The next year more copies of the course of study (or ' Manual and Guide' as it was then called) 
were issued and teachers were given an opportunity to try it, provided that they did so willingly. 
More than fifty per cent of the teachers of the county took up the new work, and of this number about 
ten per cent said it could not be used successfully. At this juncture, it was noticed that the active, 
strong teachers of the county were its advocates, while the weak and nonprogressive ones were gen- 
erally opposed to it. When this became apparent those who favored the plan became aggressive 
and outspoken, and the work began in earnest. Soon the opposers dropped from the ranks of the 
teacher or adopted the requirements of the course. In a short time nearly all the schools of the county 
were in working order and classified according to the plan prescribed in the course of study." 

Within a few years after the successful introduction of a course of study in Macon county, the 
plan had been discussed in educational gatherings and special conferences of county superintendents, 
and through the educational press, and was adopted in whole or in part in many counties of the 
State. 

Mr. Trainer attributed the success of the plan chiefly to the following particulars : 

1 . A course of study in such minute detail as to show both teacher and pupil just what to study 
each month. 

2. A plan of examinations and comparisons to show through the pupil just what the teacher 
has done, thus holding up the good work, and exposing poor work to the patrons of the school. 

3. The bringing of the schools of a township or other convenient grouping into a "central" 
competitive examination, and later the pupils of the different townships or "centrals" into a "final" 
examination at the count)^ seat. 

4. The course of study leading up to the high school, giving the pupil a definite object for which 
to work. 

To the above I would like to add that another important factor in the success of the plan was 
the very careful, thorough manner in which Mr. Trainer explained the use of his course to his teachers 
in the annual institute from year to }^ear. 

"The first two or three editions of the Macon County Manual and Guide consisted of about 
twenty-five or thirty pages of outlines and suggestions with some additional pages of advertisements 
to pay the expense of publication. Mr. Trainer revised and enlarged the course from year to year 
until about 1886, at which time it contained about sixty pages, a small pamphlet when compared 
with the present course of more than two hundred pages." 

Mr. Parker's article explains in detail the way in which Mr. Trainer divided his 
work and the attention that it attracted from prominent educational officials. He 
had been a teacher in Macon county during the critical period of working out the 
plan and been under the close direction of its author. In the summer of 1888 he was 
urged by a number of county superintendents to undertake the publication of the 
course. He found four courses in use in the State. One was the Trainer Manual 
and Guide. A second was the Schoolroom Guide, used, more or less, in a number 
of counties in Northern Illinois, as the result of the action of the County Superin- 
tendents' Association of that part of the State. George I. Talbot, of De Kalb county, 
was a prominent member of the committee. A third was the Knox County Outline 
of Study, prepared by Superintendent W. L. Steele, of Galesburg, and County 
Superintendent George W. Oldfather, of Knox count3\ The fourth was the Cham- 
paign County Manual and Guide. It was prepared by George R. Shawhan, for so 



454 THE EDUCATIONAL HISTORY OF ILLINOIS 

many years county superintendent of Champaign county. He was one of the first 
county superintendents of the State to take up the Trainer plan, and for a few years 
used Mr. Trainer's Manual in his county. 

Mr. Parker pays the following tribute to Mr. Shawhan : 

In passing I wish to say that of the pioneers among the county superintendents who stood by the 
course of studv during the long, trying, experimental period, when the plan was being bitterly opposed 
by many teachers and by some prominent educators, Mr. Shawhan was the only one who remained 
in the superintendency right along until the plan of country school supervision was firmly estab- 
lished as a part of our educational system, and even almost to the present time. [1905. J 

Mr. Shawhan has been at the head of every committee on course of stud}^ since the first State 
course was issued in 1889 until the recent State teachers' meeting in Springfield. His term as a mem- 
ber of the standing committee on revision of the course expired in December, 1904, and the, only 
reason that he was not reappointed to the position that he has filled so earnestly and so efficiently 
for so many years was that he had retired permanenth' from school work. 

Mr. Shawhan has had charge of the copy for all the different editions of the State Course, and 
his place will be hard to fill when the course is revised again. He has done more for the improve- 
ment of the Illinois Course from time to time than any other person and is appropriately spoken of 
as "The Father of the State Course of Study." 

There were individual courses for single counties in a few instances. Mr. Parker 
cites three such cases: Will county, by Superintendent John McKearnan; Sanga- 
mon county, by Superintendent Andrew M. Brooks; Menard county, by Superin- 
tendent R. D. Miller. The great drawback to such publications was the lack of 
a well-established source from which material could be drawn. After Mr. Parker 
began the publication of the course he volunteered to furnish examination questions, 
providing the}" were approved by the count}' superintendent of the county in which 
they were to be used. 

Briefly, the purpose of the Course of Study is: 

1. To furnish a detailed outline of each of the branches to be taught in the schools of the State, 
arranged in the several grades in accordance with established usage and approved methods of instruc- 
tion. 

2. To advance the pupil step by step through his school course, giving him credit for the work 
as completed, thereby lessening the evil effect of frequent change of teachers. 

3. To furnish the basis for closer and more effective supervision of the schools of the county. 

4. To enable parents and school officers to know what the schools are attempting to do for the 
children and thereby secure their cooperation and sympathy in the work. 

Through the use of the Course of Study great improvements have been made in the common 
schools : 

1. The school vear has been lengthened in many localities. 

2. The older girls and bovs enter at the beginning of the }'ear and remain until the close to 
complete the entire course. 

3. The common-school course leads the pupils up to the high school. 

4. The pernicious custom of changing teachers twice a year has almost disappeared. 

5. The Course of Study has been the means of greatly improving the methods of instruction 
of thousands of teachers who could not be induced to attend the State Normal Schools. 

The State Course has become so well established and is so far-reaching in its influence that a new 
subject of study or an improved method of teaching may be published in it, and in a few months 
thousands of teachers and tens of thousands of pupils in the State will go to work earnestly to meet 



THE EDUCATIONAL HISTORY OF ILLINOIS 455 

the new requirements. For this reason the revision of the Course from time to t'me should be done 
with the greatest care. 

Mr. Parker has only hinted at the great work that he has done in the furtherance 
of this, by far the greatest, reform in the management of country schools. In addition 
to the publication of the Course he has published in The School News and Practical 
Educa'or monthly comments upon the work and guides to its use. In consequence 
his paper usually goes wherever the Course is used. 



456 THE EDUCATIONAL HISTORY OF ILLINOIS 



CHAPTER XIX 
THE CHICAGO PUBLIC SCHOOLS* 

T\HE public schools of Chicago have now been in operation about three-quarters 
of a century. An attempt to deal with their history within the limits per- 
mitted b}" this volume is a discouraging task. An examination of the 
Report of the Board of Education for the year ending June 30, the last that has 
appeared, reveals an elaborate organization of a vast number of educational efforts, 
constituting in their entirety the school sj^stem of the second city of America. How 
shall the stor}- of the evolution of these multitudinous agencies be told ? What has 
been accomplished in all of these }^ears has been due to the labors of faithful men 
and women. The story of the schools is the story of their skill and devotion. Who 
of all of the thousands shall be selected and given a place of permanence in the 
annals of the times? Clearl}-, the number will be small. Further, it must be those 
who have stood in the closest relations to the determination of the character of the 
system. That adequate justice will be done the most worthy can hardly be hoped. 
The data for such a discriminating treatment are not at hand. The writer was not 
a part of the s^^stem with which he must deal. A certain degree of familiarity with 
it has been enjoyed, but the attitude from which it has been viewed has been that 
of an onlooker who was not far away, yet too far away to catch the pulse beat. 

The plan that will be pursued is as follows: The early history will be told 
as the material available permits. When the closer organization is to be dealt with 
the conditions at the close of the }'ear 1911 will be indicated and the history will 
then mainly consist of the account of the historical evolution of those conditions. 

1810-11. The first regular tuition within the present limits of the city is said 
to have been given by Robert Forsythe, a lad of thirteen, to one pupil, John H. 
Kinzie. 

1816. The first school was opened in the fall, by William L. Cox, a discharged 
soldier, in a log building belonging to John H. Kinzie, Esq. The house had been 
occupied as a bakery and stood in the back of Mr. Kinzie 's garden, near the crossing 
of Pine and Michigan streets. The pupils were John H. Kinzie, his two sisters 
and a brother, and three or four children from the fort. 

1820. Another school was opened by a sergeant in the fort. 

1829. Charles Beaubien, son of the agent of the American Fur Company, 
taught a family school near the fort. 

1830. In June, Mr. Stephen Forbes commenced a school near the crossing of 
Randolph street and Michigan avenue. It was on the west side of the river, which 

*Most of the information concerning this early period is obtained from "History of the Public Schools of 
Chicago," W. H. Wells, 1857, and extension of same by Shepherd Johnson, 1880. 



THE EDUCATIONAL HISTORY OF ILLINOIS 457 

then flowed in a southerly direction and fell into the lake near the foot of Madison 
street. There were about twenty-five pupils of ages from four to twenty, and 
included the children of those who belonged to the fort and a few others. The 
building was of logs and had four rooms ; it belonged to Mr. Beaubien and had been 
occupied by the sutler of the fort. The walls of the rooms were later enlivened by 
a tapestry of white sheeting. The teacher resided in one part of the building and 
was assisted by his wife. After a year of service he was succeeded by Mr. Foot. 

1835. In the spring, Colonel Richard J. Hamilton and Colonel Owen employed 
Mr. John Watkins to teach school near the home of the former in the North Division. 
They soon built a schoolhouse on the north bank of the river, just east of Clark 
street, in which Mr. Watkins continued his school. This was the first house built 
for a school. In 1879 Mr. Watkins wrote as follows: " I arrived in Chicago in Alay, 
1832, and have always had the reputation of being its first school-teacher. I com- 
menced teaching in the fall, after the Black Hawk War, in 1832. My first school- 
house was stationed on the North Side, about half way between the lake and the 
forks of the river, then known as AVolf Point. The building belonged to Col. William 
J. Hamilton, and was erected for a horse stable and had been used for that purpose. 
It was twelve feet square. My benches and desks were made of old store boxes. 
The school was started by private subscription. Thirty scholars were subscribed 
for, but many subscribed who had no children. It was a sort of a free school, there 
being less than thirty children in town. During my first quarter I had but twelve 
scholars, only four of whom were white. The others were quarter, half, and three 
quarters Indian. After the first quarter I moved my school into a double log 
house on the West Side. It was owned by Jesse Walker, a Methodist minister. 
It was located near the bank of the river near where the north and south branches 
meet. He resided in one end of the building and I taught in the other. On Sun- 
days he preached in the room where I taught. 

"In the winter of 1832-3, Billy Caldwell, a half-breed chief of the Pottawattamie 
Indians, and better known as 'Sauganash,' ofi'ered to pay the tuition and buy the 
books of all the Indian children who would attend the school, if they w^ould dress 
like the Americans, and he would also pay for their clothes. But not a single Indian 
would accept the proposition, conditioned upon the change of apparel. 

"When I first went to Chicago there was but one frame building there; it was 
a store owned by Robert A. Kinzie. The rest of the houses were made of logs. 
There were no bridges; the river was crossed by canoes." Mr. Watkins was teach- 
ing in Chicago as late as 1835. 

1833. Miss Eliza Chappel, from Rochester, New York, began her work as a 
teacher in the autumn. She had taught two years at Mackinac and came to the 
family of Major Wilcox, at the fort. As soon as she could find a suitable room she 
gathered about twenty children in a log house on South Water street, near the fort. 

In the latter part of the same year an English and classical school for boys was 
opened by G. T. Sproat, an immigrant from. Boston, in a small house of worship, 
belonging to the First Baptist Church, on South Water street, near Franklin. 

1834. In March, Sarah L. Warren, afterwards Mrs. Abel E. Carpenter, became 
an assistant in the Sproat school. She wrote later: " What few buildings there were 



458 THE EDUCATIONAL HISTORY OF ILLINOIS 

then were mostly on Water street. I used to go across without regard to streets. 
It was not uncommon, in going to and from school, to see prairie wolves, and we 
could hear them howl any time of day. We were frequently annoyed by Indians, 
but the great difficulty we had to encounter was mud. No person, now, can have 
a just idea of what Chicago mud used to be. Rubbers were of no account. I pur- 
chased a pair of gentleman's brogans and fastened them tight about the ankles, but 
would still go over them in mud and water and was obliged to have a pair of men's 
boots made." 

This school was authorized to receive a part of the distributable school fund. It 
may as well be mentioned here as elsewhere that the school section in Chicago was 
in what is now the heart of the down-town district. It was divided into one hundred 
and forty-two blocks, and, with the exception of four blocks, was sold at auction 
in October, 1833, for $38,619.48. Imagine the square mile bounded by Madison, 
State, Twelfth and Halsted streets as still in the possession of the city with the 
income to be used for school purposes ! 

1834-5. George Davis conducted a school in an upper room on Lake street, 
between Clark and Dearborn. 

Miss Chappel 's school seems to 'be entitled to the honor of being the first public 
school in Chicago. A place was soon made for it in the First Presbyterian Church, 
on the west side of Clark, between Randolph and Lake. The claim of priority rests 
upon an appropriation made to her in 1834. The school finally embraced all grades. 
Her assistants were Miss Elizabeth Beach and Miss Mary Burrows. Subsequently 
she took a house and Opened a boarding school. Pupils were permitted to pay a 
portion of their bills bv labor and by food brought from their homes. One of the 
purposes of the school was the preparation of teachers for the schools of the infant 
settlement. Thus early was the idea of the Normal school having its practical 
development, six years before the first Normal school, at Lexington. 

1835. Writing of the early schools of Chicago as late as 1879, Rev. Jeremiah 
Porter sa^'s: "In 1835, our yotmg Sunday-school librarian, Mr. John S. Wright, 
built at his own expense on Clark street, a schoolhouse for their own use, and that 
schoolhouse soon became the public schoolhouse, and Miss Leavenworth was secured 
by Miss Chappel as its teacher." Of this house Mr. Wright says: "The honor is 
due to my sainted mother. Having then plent}^ of money it was spent as she desired. 
Interested in Miss Chappel's school she wanted the building and it was built." 

It was in this year that the first independent organization of schools was 
authorized. The law in force provided for the election of five or seven school inspec- 
tors, for the laying off of school districts, the visitation of schools, the examination 
of teachers, and the additional duties usually devolving upon school boards with 
two exceptions ; employment of teachers was by a board of three trustees elected b}^ 
the people, who also levied the necessary taxes for fuel, rent and furniture. , If 
funds beyond the amount afforded by the school funds were necessary to pay the 
teachers the amoimt was first to be determined by a majority vote of the people 
at a meeting called for that purpose. The amount levied could not exceed one-half 
per cent per annum. This law was in effect but a single year, as the city was 
incorporated the following year. 



THE EDUCATIONAL HISTORY OF ILLINOIS 459 

1836. Miss Leavenworth's school was discontinued in the spring. The building 
was at once occupied by a school for the higher instruction of young women, under 
the principalship of Miss Langdon Willard, an aunt of Dr. Samuel Willard. A pri- 
mary department was soon added and the school became public, passing into the 
hands of Miss Louisa Gifford, Miss Willard's assistant. Miss Willard opened 
another school on her original plan, but its life was brief. 

1837. This year witnessed the incorporation of the city. The common council 
became the commissioners of common schools. The system was a three-headed 
affair. The council could appoint inspectors with limited powers and the people 
could elect three trustees in each district. Teachers were employed by the trustees. 
Those desiring further particulars may find the law on pages 77 and following in 
the Session Laws, Tenth General Assembly. On November 1 there were five schools 
in operation with four hundred children. 

The year was divided into .quarters beginning on the first Monda}^ in February, 
May, August and November. Each of these periods constituted a quarter's school- 
ing if the school were held five and a half days a week. For the instruction the teacher 
was entitled to one-fourth of a 3^ear's salary. 

In some cases indifference and dislike of taxation resulted in a failure to elect 
officers. In one case a teacher could not finish her schools because the district could 
not secure a suitable room properly warmed. In one case a private school was 
broken up by a refractory pupil, so the teacher disposed of his lease. His successor, 
one Edward Murphy, whose name betrays his fighting qualities, equipped himself 
for the situation and there was no further trouble until the owner of the building 
attempted to create some disorder. When Mr. Murphy unlimbered his battery of 
oak saplings the complainant immediately retired from the scene of action. Mr. 
Murphy's genius so commended itself to the school commissioners that they at once 
employed him as teacher at $1,200 a year. 

1839. This year the legislature so amended the charter as to increase the powers 
of the school authorities. The common council could now raise by taxation sufficient, 
money to equip and maintain the schools, could fix the compensation of teachers 
and appoint the trustees in the districts. Districts could now be organized without 
waiting for the action of the voters. The law also authorized a high school in any 
district upon a two-thirds vote of the people, or, at their pleasure, districts could 
unite for that purpose. It was necessary, however, to serve the election notice 
upon every voter by reading it to him or by leaving it at his residence. Buildings 
could not cost more than $5,000. 

1840. The first written records begin in November of this year. Uniformity 
of text-books was adopted with the following books: Worcester's Primer, Parley's 
First, Second and Third Books of History, and an elementary speller. 

In October the inspectors recommended the division of the city into four districts 
as follows: No. 1. That portion of the south division lying east of Clark street. 
No. 2. That portion of the south division lying between Clark street and the south 
branch of the river. No. 3. The west division. No. 4. The north division. 

The following month the inspectors reported that the trustees of District No. 4 
had rented a room for $6 a month and had submitted estimates for fuel and furniture 



460 THE EDUCATIONAL HISTORY OF ILLINOIS 

to the amount of $132. The $50 for benches and apparatus could not be allowed, 
the mspectors "believing that in the present condition of the school fund no 
apparatus except such as is indispensable should be purchased." A teacher was 
secured for each district at $400 a year. 

The building in District No. 1, the onh^ one owned by the cit)^ stood where the 
Tribune building now stands. The building in No. 2 was on the north side of Ran- 
dolph, midway between Fifth Avenue and Franklin. No. 3 was on West Monroe, 
facing south, a little west of Canal. No. 4 was on the comer of Cass and Kinzie. 
The whole number of pupils in attendance in December, 1840, was 317 in the four 
districts. 

1841. In June, the inspectors reported that in the preceding four months there 
had been expended $563.32 for teachers and $520.94 for fuel and other expenses, and 
that a tax of one-tenth of one per cent would be necessary to meet the needs of 
the schools. Under the census of the preceding year the whole number of white per- 
sons under twenty years of age in the county was 4,693, and in the city was 2,109. 

Here appears the female teacher in the public schools: "Resolved" (by the 
School Inspectors) "that the school trustees of District No. 3 be authorized to 
employ a female teacher in said district, at a salary not exceeding $200 per annum, 
for six months, payable in Ihinois State Bank bills, or currency when the tax is 
collected, and to hire a. house for the same, Pi-ovided it is fitted up and furnished 
by the inhabitants of the district at their own expense ; and that a female school be 
established in the Second District on the same terms." 

1845. In the spring the first permanent school building was completed. It was 
afterward Icnown as the Dearborn School. It was built of brick, 60 by 80 feet, and 
was two stories high. It was located on Madison street, opposite McVicker's Theater. 
The total cost was $7,523.42. It was regarded as so far beyond the needs of the city 
that Mayor Garrett, in his inaugural address, in 1845, recommended that "the big 
schoolhouse ' ' be sold or converted into an insane asylum and one more in harmony 
with existing conditions be supplied. Districts 1 and 2 were consolidated into one 
district and the pupils accommodated in the new building. Within a year after 
the first occupation of the building, 543 pupils were enrolled and at the end of the 
third year 864. The first principal was Austin D. Sturtevant, who had been in the 
employ of the city for five years. Within two years there were six teachers besides 
the principal. In the list of principals are several familiar names. Perkins Bass 
was at the head of the school from February, 1855, to May, 1856; George D. Broomell, 
from April, 1857, to November, 1863; Albert R. Sabin, from November, 1863, to 
July, 1865; Mr. Broomell, again, from September, 1865, to July, 1866; Daniel S. 
Wentworth, from September, 1866, to July, 1867; Leslie Lewis, from September, 
1867, to July, 1869; Andrew M. Brooks, from October, 1869, to January, 1870; 
Alfred P. Burbank, from March, 1870, to July, 1871. The organization of the school 
became extinct with the great fi.re of 1871. 

In May. 1845, the trustees of the school districts were authorized to pay male 
teachers not to exceed $500 per annum, an advance of $100 on the previous salary. 
Women received $200 per annum. In September of the same year the inspectors 
recommended that the salaries of women teachers be advanced to $250 a year. 



THE EDUCATIONAL HISTORY OF ILLINOIS 461 

As a further illustration of the simple manners of the pioneers note the following 
petition: "Your petitioners would respectfully ask A'^our honorable body to assist 
us to secure a suitable place for a school, in the south part of Districts Nos. 1 and 2. 
We have had a good school under your appropriation of $100 for the last six months, 
and as the school is about to close we are anxious to have it continued. The building 
that we have used is upon a lot that costs no rent; the building belongs to F. W. 
Merrich, for which he asks the sum of $35. Your petitioners believe that with a 
twelve-foot addition put to it, and lathing and plastering, it would be comfortable 
for the winter. Should your Honorable Bod}' see fit to appropriate the sum of $100 
and allow the use of the old stove of the Council room, the building could be bought 
and all the necessary repairs made." October 5, 1847. 

It is gratifying to know that three days later the prayer of the petitioners was 
granted, with the exception of "the old stove." 

1849. It is pleasing to find a highly optimistic note in the Annual Report of 
the School Inspectors, dated Februar)-' 5, 1849: 

"Since the organization of our public schools in the autumn of 1840, there has 
been a change unparalleled in the school history of any western city. Then, a few 
miserably clad children, unwashed and uncombed, were huddled into small, uncleanly 
and unventilated apartments, seated upon uncomfortable benches and taught b}' 
listless and inefficient tutors, who began their daily avocations with dread and com- 
pleted what they considered their unpleasarit duties with pleasure. Now, the school 
reports of the township show the names of nearly two thousand pupils, two-thirds 
of whom are in daily attendance in spacious, ventilated, well-regulated schoolrooms, 
where they are taught by those whose duty is their pleasure. The scholars are neat 
in person and orderh' in behavior, and by the excellent course of moral and mental 
training which they receive, are being prepared to become good citizens, an honor 
to the city and the state." 

In the same report they ask for an enlargement of the libraries and that each 
child in the primar}.^ grades shall be supplied with a slate. The Common Council 
adopted the recommendations of the report, appropriating $33.33 to each district 
for library purposes, and directed the inspectors to buy a thousand slates for the 
primary children and to attach them to the desks so that they could not be removed. 
At the same time the inspectors were granted the sole power of employing and dis- 
missing teachers. 

As has been noted, the school terms covered nearly the whole year and five 
and a half days of each week. Each term was twelve weeks in length with a vaca- 
tion of one week following, and there were four of these terms. In Februar}-, 1850, 
the Common Council, being petitioned by the teachers, ordered that there should 
be two vacations; one from the last Saturday in June to the first Monday in August, 
and the second, of one week, at the Christmas holida}'s. In December of the same 
year the school week was reduced to five days. 

An ordinance passed by the Common Council, in vSeptember, 1851, classified 
the female teachers into three grades : Principal Assistants with a salary not to exceed 
$400; Assistant Teachers with a salary not to exceed $200; Primary Assistants with 
a salary of $150. Principal Male Teachers were to have salaries that should not 



462 THE EDUCATIONAL HISTORY OF ILLINOIS 

be less than $300 nor more than $800. A certificate from the inspectors was neces- 
sary for employment. The Common Council had a growing conviction that it was 
poorly qualified to take care of the schools; in consequence, the powers of the inspec- 
tors were steadily increased and the schools were correspondingly improved. 

From 1840 to 1853, W. H. BrowTi acted as school agent and nearly all of the time 
without compensation. The office was far from being a sinecure and his faithfulness 
in caring for the school fund should give him a permanent place in the annals of the 
city. 

Following the plan indicated at the beginning of this sketch, the organization as 
it .existed in 191,1 was as follows; 

THE ORGANIZATION IN 1911. 

I. 

The governing body of the school system is a Board of Education, appointed 
by the Mayor, and consisting of twenty-one members. The officers of the Board 
are a president, a vice-president, and a secretary who is not a member of the Board. 

The business of the Board is conducted by three standing committees whose 
reports are passed upon by the Board. They are respectively School Management, 
Buildings and Grounds, and Finance. In addition to these committees there is a 
school committee for each of the fotirteen districts into which the city is divided. 
Each of these districts contains a group of schools, the numbers var^dng from thirteen 
to twent}'-three. 

From time to time special committees are appointed to meet some unusual 

condition. 

II. 

The executive force consists of a Superintendent, a First Assistant Superintendent, 
two Assistant Superintendents, ten District Superintendents,' and eighteen business 
officials and special supervisors. These are a Superintendent of Compulsory Edu- 
cation, Superintendent of Parental School, a Supervisor in each of the departments 
of Physical Training, Manual Training, School for the Blind, and Household Arts, 
a Director of Scientific Pedagogy and Child Study, an Examiner, two Secretaries, 
two Business Managers, a Chief Engineer, an Auditor, an Architect, a Superintendent 
of Repairs, and two Attorneys. 

III. 

At the head of the schools is the Teachers' College, with its three Practice Schools, 
and the Parental School. 

There are nineteen High Schools, two of which are Technical. 

There are 256 District Schools, one of which is for crippled children. 

Special Schools: For the Deaf, for the Blind (1), for Crippled Children (1), 
Open Air (1>, Parental (1), John Worthy (1), Juvenile Court (1), Jtivenile Home 
and Refuge for Girls, Adults, Subnormal and Truant, Apprentice, Evening, Vaca- 
tion, Kindergarten. 

The total enrolment in all of these schools for the year ending June 30, 1911, 
was 343,354. 

For the supervision and instruction and care of these pupils there were 6,554 



THE EDUCATIONAL HISTORY OF ILLINOIS 463 

people employed in the year 1910-11. The total expense of the system for that 
period was more than nine and a half millions of dollars. 

DEVELOPMENT OF THE BOARD OF EDUCATION. 

The city was incorporated in 1837. As we have seen, the Common Council was 
made the commissioners of common schools. The council could appoint not less 
than five nor more than twelve inspectors and the people could elect three trustees 
in each district who were to employ the teachers. Two years later the charter was 
so amended as to permit the Common Council to raise sufficient money to support 
the schools, to fix the compensation of teachers and to appoint seven inspectors. 
The first written record begins with 1840. In 1857 the number of inspectors was 
increased to fifteen. In 1864 the law was again amended so that one inspector was 
appointed from each ward. This increased the number of inspectors from fifteen 
to sixteen and subsequentl}' to twenty. In 1872 the new law, enacted under the 
new constitution, put the appointment of the inspectors in the hands of the mayor 
but required the approval of the council, and reduced the number to fifteen. In 
1891 the number was increased to twenty-one and has so remained until the present. 

The seven inspectors who were in office in 1840, when the records began, were 
William Jones, Isaac N. Arnold, Nathan H. Bolles, J. Y. Scammon, John Gra}', 
J. H. Scott, Hiram Hugunin. The following familiar names are found in the lists 
before 1872: Perkins Bass, Joseph T. Bonfield, Philo Carpenter, John C. Dore, 
John H. Foster, Luther Haven, Washington Hesing, Philip A. Hoyne, Flavel Moseley, 
Walter L. Newberrj', William B. Ogden, John C. Richberg, A. D. Sturtevant, William 
H. Wells, D. S. Wentworth, John Wentworth. 

Up to the time of the "Fire" there had been twenty-three presidents of the 
Board. Their names are worth preserving : 

The record of 1849 is missing. 1840-3, William Jones; 1843-5, J. Y. Scammon; 
1845-8, William Jones; 1848-9, Dr. E. S. Kimberly; 1850-1, Henrv Smith: 1852-3, 
Flavel Moseley, also, 1854-8; 1853-4, W. H. Brown; 1858-60 and 1862-3, Luther 
Haven; 1860-1, John C. Dore; 1861-2, Samuel Hoard; 1862, January to May, John 
H. Foster; 1863-4, Walter L. Newberry; 1864-5, Levi B. Taft; 1865-7, Charles B. 
Holden; 1867-8, George C. Clarke; 1868-9, Lorenzo Brentano; 1869-70, Samuel A. 
Briggs; 1870-1, William H. King; 1871-2, Eben F. Runyan. 

Within the last forty years other familiar names have been found in the lists of 
members. Here are some of them: W. H. Wells, E. G. Keith, M. E. Stone, A. C. 
Bartlett, J. C. Burroughs, James R. Doolittle, Jr., A. H. Revell, A. S. Trude, C. S. 
Thornton, M. J. Keane, Jos. W. Errant, O. C. Schneider, George E. Adams, Graham 
S. Harris, W. S. Christopher, Clayton Mark, John T. Keating, R. A. White, William 
R. Harper, Mrs. Emmons Blaine, Miss Jane Addams, Mrs. C. K. Sherman, Miss 
Cornelia De Bey, Mrs. Isabel O'Keefe. 

THE SUPERINTENDENCY. 

The need of a superintendent soon became apparent when the city awoke 
to an appreciation of the task that confronted it in the education of its children. 
The first mention of the subject seems to have occurred in 1853, when a committee 



464 THE EDUCATIONAL HISTORY OF ILLINOIS 

was appointed by the inspectors to take the matter under consideration. In Novem- 
ber of that year the council passed an ordinance creating the office and defining its 
duties. The salary was not to exceed $1,500. The officer was to be in the closest 
relation to the Board and was to act as its secretary. On December, 30, 1853, John 
D. Philbrick, principal of the State Normal School, at New Britain, Connecticut, 
was elected to the position at the maximum salary. He declined the appointment, 
and on March 6, of the following year, John C. Dore, Principal of the Boylston Gram- 
mar School, Boston, was selected. At this time there were about three thousand 
pupils and thirty-five teachers. Mr. Dore assumed the duties of the office in June, 
1854. 

He examined all of the pupils in all of the schools, beginning with the primary 
and ending with the grammar grades. In some of the schools the organization was 
so imperfect that some of the pupils attended one grade in the forenoon and another 
in the afternoon. There were no lists of the children and the only way of telling 
what pupils belonged to the school was to seize an opportunity when all were pre- 
sumably present. The schools were furnished with assembly rooms and recitation 
rooms, and as much time was employed in going to and from the recitation rooms 
as was employed in recitations. ' The principals did little beyond governing the 
pupils in the large rooms. 

Mr. Dore's examination was the beginning of the introduction of system into 
the schools. It revealed a peculiar condition, but not especially different from what 
might have been expected where there was no supervision. The pupils were now 
classified, promotions were regular instead of being made at the pleasure of the 
principals of the primary schools. The teachers were required to register the 
names of the pupils in a class book and to keep an account of the attendance, the 
conduct and the recitations. An institute was organized to meet twice a month. 
An appropriation was made for the care of the buildings, which had formerly devolved 
upon the children. A movement was started for high schools. The attendance of 
children in the grades was small and it was believed that a high school would increase 
it. There was the greatest need of better teachers and, indeed, for any suitable 
teachers. It sometimes required from four to six weeks to fill a vacancy. 

Mr. Dore argued vigorously for a Normal department in a high school, for a 
truant law, and for the attendance at the public schools of the children of the rich 
as well as of the poor. He closed his report with the following: " This city should 
so elevate the character of its public schools as to become like a light set upon a hill, 
radiating with wonderful brilliancy throughout this western world. ' ' 

Mr. Dore resigned March 15, 1856. 

Mr. Dore 'was succeeded by William H. Wells, principal of the Westfield Normal 
School, Massachusetts. Mr. Wells served as superintendent for eight years. Refer- 
ence has been made to his prominence in educational affairs, on earlier pages. He 
saw the great need of a more complete organization of the schools than Mr. Dore 
had been able to effect in the brief period of his connection with the department of 
superintendence. In 1861 he published a graded course of instruction which was 
adopted by the city. It provided for ten grades below the high school. It was 
widely used in the organization of the school systems of other cities and was a text- 



THE EDUCATIONAL HISTORY OF ILLINOIS 465 

book, as the writer well recalls, in some of the Normal schools. After his retire- 
ment from the office of superintendent he retained a warm interest in the schools, 
serving, as has been seen, as a member of the Board of Education. 

The following sketch of Mr. Wells, from the pen of W. L. Pillsbury, appeared in 
the Sixteenth Biennial Report of the State Department of Education. 

"William Harvey Wells was born in Tolland, a small village in Connecticut, 
February 27, 1812. His father was a-farmer. Without having enjoyed any particu- 
lar opportunities, at nineteen years of age, when he was, as he said, something more 
than a boy, something less than a man, he began teaching a district school at ten 
dollars a month and boarding around. While still quite young, he won an enviable 
reputation as a teacher in an academy, in Hartford, Connecticut. After this he 
was for eleven j^ears associated with the Rev. Samuel R. Hall in the conduct of the 
Teachers' Seminary, at Andover, Massachusetts, which was the first school in the 
country distinctively a training school for teachers. A little later he was principal 
of the English Department of Phillips Academy, at Andover, Massachusetts, the 
principal at that time being the well-known Samuel Harvey TaAdor. In 1848 he 
became the first principal of the Putnam Free School, in Newburyport, Massa- 
chusetts. This was an endowed English academy. After six years there he went 
to the State Normal School, at Westfield, Massachusetts, and held the principalship 
of the institution for two years, at the end of which time he was elected to the 
superintendency of the Chicago public schools. He was then forty-seven years old 
and had had a varied experience as a teacher for twenty-five years. At the end 
of eight 3'ears of service he resigned this office and entered upon a business life, 
which closed with his death in Chicago, January 21, 1885. 

" Mr. Wells was president of the Massachusetts Teachers' Association in 1851 and 
1852 ; of the Illinois State Teachers' Association, in 1864, and of the National Teachers' 
Association, in 1864. Pie was an earnest advocate of the establishment of our first 
Normal school in Illinois, at Normal, in 1857, and was one of the charter members 
of its Board of Trustees, which place he held for twelve years, doing much to shape 
the course of instruction and the policy of the institution. 

"After engaging in business he was for several years a member of the Chicago 
School Board, and was for a time its President. 

"Mr. Wells was an earlv editor of the A-assachttsetts Teacher, and many articles 
from his pen may be found in it and in other educational journals. 

" His English Grammar was for many years a well-known text-book. His ' The 
Graded School ' was a pioneer work of great value, which has been the guide followed 
by many superintendents east and west in organizing the public schools of our cities, 
and has been freely drawn upon by all later writers upon this subject. 

" He was an enthusiastic philologist as well as grammarian, and gave valuable 
assistance as one of the revisers of Webster's Unabridged Dictionary. 

' ' One of his pupils writes thus of him as a teacher : 

In every direction in which his mind reached out he communicated magnetic fervor. He made 
his scholars feel life to be a cheery business; there was no room in his theory for drift and dalhance, 
but with precise and systematic habits and methods of work he taught us to achieve success. I have 
had somewhat to do since that day with educational men and methods and school administration, 

30 



466 THE EDUCATIONAL HISTORY OF ILLINOIS 

but I have never seen a man who combined the organizing abiht}', the administrative faculty and the 
personal influence for character with such earnest and philosophical method, both intellectual and 
moral, as did Mr. Wells as I remember him in that school. He was a young man, punctilious in his 
manner, kind as well as earnest in his dealings with the pupils, most respectful in his bearing both to 
young men and women, never without a degree of ceremony in his intercourse with them, which, 
as I have often thought, preserved the finest relation between him and them, and which instead of 
preventing, was most favorable to the high influence he was constantly exerting upon their manners 
and character. I was one of that class for a few years, and I never remember Mr. Wells as other 
than the high-strung and sensitive man of honor and noble breeding before his pupils, or as bringing 
to bear upon them any other than the purest and most exalted motives and aims. All his pupils 
loved and reverenced him ; he was never ridiculed ; he was never disobeyed ; he stirred everyone to 
noble action, to resolute endeavor, to immortal ambitions. He was always true, alwaj^s in earnest, 
alwavs meant character. He was a master builder of character. 

'Aside from this great accomplishment, which was supreme, he was a most clear and vigorous 
intellectual instructor. He imparted the burning desire to master the subject we took hold of; to 
perceive clearly, to reason correctly, to discover for ourselves, to experiment, to believe in the result 
of our own mental eft'orts, to stand by our intellectual convictions, to be sanguine of success, to try 
for the most difficult attainments — these we learned in every lesson he taught us. We were enthu- 
siasts in every branch of studj- directed by him. 

'As for discipline, it was so radical and vital in its methods that we were unconscious of it. 
The only measure generall)^ noticeable to which I remember his resorting was the order given to a 
mischievous bov to accompany him from room to room, inasmuch as he could not control himself 
without the oversight of the master; so for a few weeks a roguish-eyed boy followed Mr. Wells's quick 
movements automatically .from room to room, to the suppressed diversion of the girls, and was cured 
of his failing. 

' He had a most felicitous and delicate appreciation of words and tact of utterance, and could put 
into the nicest form a suggestion which another would have handled clumsily or brutally. His per- 
ception of shades of expression, both in taste and morals, was artistic. His ringing words, the ner- 
vous movement of his person, the condensed fire of his glance, his crisp and telling precepts, often 
pressed home, moulded the hearts and lives of his grateful pupils.' 

Of his work in Chicago I quote from James Hannan's address before the Illinois 
Teachers' Association of 1885: 

Mr. Wells came to Chicago in 1856 at a critical time in the history of its schools. The Board of 
Education was wise enough to apprehend, to some extent, the wondrous destiny of the j'oung city, 
and it would have her schools worthy of that destiny. After a careful survej^ of the field a call was 
extended to Mr. Wells to come and take up the work. It was a hapf>y choice. The districting of 
the city was perfected. The high school was organized. The great principle of division of labor 
was applied to the school work with a practical and effective wisdom that not only accomplished 
magnificent results, but made the accomplishment of still more magnificent results inevitable. 

Like all earnest and intelligent students of the educational problem, he had seen that the first 
imperative necessity was a supply of competent teachers. Accordingh', coincident with the establish- 
ment of the high school, there was organized a department for the training of teachers, which was 
the first training school for teachers maintained at public expense. Thus was set in motion, in a prompt 
and intelligent way, machiner}' containing all the elements of a perfect school system. The schools 
were graded. The high school, as an inspirer and goal for the pupils in all the grades below, was 
firmly and permanently established. The Normal school began to turn out annually a picked class 
of teachers formally and carefully prepared for the special work to be done in the city schools. New 
and improved school buildings rose on every hand. All the school virtues grew day by da}'. The 
proportion of the school population in attendance perceptibly and notably increased. Regularity 
and punctuality became phenomenal. Deportment and scholarship approached more and more 
near to perfection. The scheme of organization led gradually to increased supervision. Meanwhile 



THE EDUCATIONAL HISTORY OF ILLINOIS 467 

the population was increasing in an unprecedented ratio. During his term of office the membership 
of the schools rose from nearly 4,000 to nearly 12,000. Thus in the midst of enormous material 
demands, all these vital pedagogical facts were accomplished, and the constant adviser and guide 
and, in an important sense, provider of all, was the unostentatious and modest superintendent. 

In accomplishing these things he never forsook his manliness, nor merited the slightest impeach- 
ment of his veracity. He never descended to intrigue. He never invoked the passions of the partisan, 
and was never willing to base educational work on that capricious and insecure foundation. He was 
frank and honest in his statement of plans, and if he sometimes failed to secure them all, he took what 
he could get, made the most of it, and bided his tim.e. 

More than most men ready, willing, nay anxious to yield to others in non-essential and personal 
matters, he was firm as a rock in matters of principle. Rareh' endowed with a faculty of seeing all 
sides of a question or of a character, he was most charitable toward the views of others, char}^ of 
individual rights, and was tender toward even prejudices. 

These characteristics were notable also in his later official life. He was ever a harmionizer — a 
peacemaker — a promoter and provider of far-reaching and wise agencies for the uplifting and upbuild- 
ing of the intellect and character of the youth of Chicago. Thus his last important official work was 
the successful accomplishment of measures to bring the Public Library into more intimate relations 
with the pupils of the public schools as such. 

Mr. Wells was succeeded in the superintendency by Josiah L. Pickard, Superin- 
tendent of Public Instruction in Wisconsin. The fact that he remained at the head 
of the schools for thirteen years is the best voucher of his success. Although there 
does not appear in these pages a separate account of his work it may be inferred 
from the development of all departments of the system during his administration. 
He resigned in 1877. He was a man of excellent parts. His years of work were 
extremely exacting. During his incumbency the schools got their footing well 
established. He went to the presidency of the State University of Iowa, where he 
made an admirable reputation in his new work. While in Illinois he closely identified 
himself with the educational work of the State, serving as president of the State 
Teachers' Association, lecturing in institutes and at other public gatherings and 
fostering in all possible ways a public sentiment favorable to public schools. It was 
in the latter part of his term of service that the great fire of 1871 occurred, and it 
tried the ability and devotion of all connected with the schools. We shall hear of 
this incident later. 

Mr. Pickard was succeeded at the end of the school year of 1877 by Mr. Duane 
Doty, who had been acting for a time as his assistant. Mr. Doty served for three 
vears. His position was not an easy one. There was much of dissension during 
his administration. He was followed in 1880 by George Howland, who had been 
in the service of the city for twenty- three years, twenty of which had been spent as 
principal of the high school. In the discussion of the development of the high 
schools we shall meet him again. He was surrounded b}^ friends. He understood 
the spirit and temper of the people and they had for him the warmest admiration 
and affection. As has been intimated, the situation under the preceding superin- 
tendent had not been the most delightful. Causes are not under discussion, but it 
is enough here to say that the teachers were thoroughly loyal to Mr. Howland. 

The administration of George Howland was especially interesting as an illus- 
tration of the capacity of a superior man in an entirely new field. He had been for 
many j-ears the greatly admired principal of the high school. He was devoted to 



468 THE EDUCATIONAL HISTORY OF ILLINOIS 

ciilture. The classics were his dehght. He had made hterary contributions of 
genuine merit, especially in the line of translations — notably the .Eneid — and 
his original verse was not unknown to discriminating lovers of poetry. He was 
taken from the relative seclusion of the scholar's study and put in charge of a vast 
machine, whose management called for business skill of a high order and an experience 
in the multitudinous details of elementary education. He met the occasion in a way 
that surprised his closest friends. He resigxied .September 1, 1891, and died October 
22, the following year. He was in the service of the city in an educational capacit]/ 
from January 1, 1858, until the date of his resignation. 

The following memorial paper was read at the N. E. A. meeting at Asbury Park, 
in 1894, by the editor of this volume: 

I saw George Howland for the first time at the meeting of tlie State Teachers' Association, at 
Joliet, in 1865. I was a young teacher, having just finished my first term of school and was using my 
Christmas vacation to acquaint myself with some of the notables. Should I call the roll of those 
of whom I remember, the names of many who have filled conspicuous places in the State and have 
passed on to the larger estate would be heard. 

But no other person present made so marked an impression upon my youthful imagination as 
the popular principal of the Chicago High School. He was in the early forties. His genial face and 
abounding good humor singularly attracted me and I becam^e at first contact what I never ceased to 
be — an ardent admirer. 

The president of the Association was the late S. M. Etter, once Superintendent of Public Instruc- 
tion. He was not a graceful speaker and wisely selected the accomplished academician from the 
metropolis to respond to the address of welcome. In those early days, such a greeting had more than 
a merely formal significance, as the visiting teachers were offered the free hospitality of the homes 
of the city in which they met.. Mr. Howland was in his happiest vein and made the occasion memor- 
able by an impromptu speech that took a permanent place in the traditions of the organization. 
Some of his eccentric conceits were annually repeated for many years. 

So my first insight into the nature of this peculiarly interesting man was from the humorous side. 
A few years later I was admitted to a prized intimacj^ and then I discovered that the playful instinct 
was easily aroused and that the phase that he quite habitually presented to the world was lighted 
by a gentle merriment that was at once an invitation and a foil. 

His humor was never broad ; it was delicate and silky, and suggested depths of good will and tender 
regard, in a sh}^ sort of way, that seemed trying to disguise the esteem in which he held his friends. 
It constantly lurked in tlie background of his public addresses, giving them a suggestion of smiles 
that rarely reached the borders of laughter. 

Reference has been made to his shyness. For a m.an of his breeding this was surprising. That 
it was one of his characteristics no one will deny who knew him well. He was at times tremulous 
with timidity before an audience of students, and extremely diffident before assemblies in which 
custom prohibits the use of the manuscript. It explains an inoffensive irony, quite habitual with 
him, that sentineled the approaches to a sensitive and retiring nature. It was not easy to engage 
him in controversy and his opinions were often hidden by a mask of pleasantry. 

There is reason to believe that this peculiarity was somewhat trying to a few of his friends, more 
especially to those whose thought was turned with great seriousness toward the fundamental pre- 
suppositions of method. It seemed to class Mr. Howland with those who deny the possibihty of 
formulating much of anything in the way of a positive philosophy of education. That the superin- 
tendent of a great city system should hold an equivocal attitude toward matters of such momentous 
concern appeared unfortunate and paradoxical. While I believe him to have been in warm sympathy 
with all movements looking toward the improvement of educational conditions, I have not been able 
to resist the conviction that, to the end of his hfe, he entertained no small degree of doubt as to the 
utility of anj-thing like an elaborate system of methodology. It was not unusual for him to allude 



THE EDUCATIONAL HISTORY OF ILLINOIS 469 

to Apperception and Concentration with that ambiguous and quizzical manner of his that left him 
free to enter either of two camps without charge of apostasy from the other. Indeed, I may go 
further and say that he appeared to be something of a loiterer about the porches of the Normal 
school, not quite sure as to whether it was his duty to advise the pupils to go or to stay out. 

It is not difficult to explain his position. While I should be the last person to declare his admin- 
istration of the Chicago schools as in any sense a failure, yet it seemed to me that his old function of 
high-school principal was a more congenial employment than the supervision of the work of elementary 
schools. He was a true son of the Renaissance in his scholarh^ sympathies, and, measured by its stand- 
ard, he was equipped in no ordinary way. His long service as a teacher of the classics had endeared 
them to his fine, artistic nature in a rare way. He was fond of the solitude of the study and of the 
companionship of books. His style as a writer betrays at once his love of the beautiful. His fancies 
freely flowed into verse, and many an exquisite bit of song betrayed the shady covert where his hours 
of rest were spent. His long contact with pupils that had reached that self-directive period in which 
method is of smaller relative value had perhaps diminished the sense of its importance. He had 
dealt with the fruitful knowledges rather than with the beginnings of the forms of things, and the 
habits of a quarter of a century did not suffer radical change. He had great faith in scholarship and 
was disposed to think that the scholarly man or woman would find a way that would suffice. 

His transfer from his old and much-loved work to the arduous position of superintendent must 
have broken into his life in many wa3''s. He was not a young man when the change came — nor 
was he old. He would never have been old, I think. He made the transition in a wav that surprised 
those who knew him best. He took up the myriad details of the office with good-natured patience. 
He retained the affectionate support of the large bod}^ of principals under his supervision. His annual 
addresses to his teachers, suggesting certain reforms in elementary education, elicited generous praise, 
but more, I think, from the surprise which their utterance occasioned than from anvthing radical or 
advanced which they contained. 

His influence upon his schools was moral rather than professional. It was the infusion of a spirit 
of good will, of generous culture, of personal regard. There was not much "shop-talk," but there 
was much dignifying of the beautiful in childhood, much softening of the severer side of life. Out 
of the "humanities," that were his passion, numberless concrete humanities found their way into the 
lives of little children. His life had always stood for culture, and now it stood for kindness, that 
finest culture of the emotions. I do not forget his occasional brusqueness and rudeness at times; 
but they were superficial and did not stand for fundamental traits. 

His relations to the political and self-seeking interests that so beset the administration of a great 
city system were unique. If he was what is called a "manager," I did not understand him, yet he 
got on far better than most managers. It was a matter of great surprise that he could hold his own 
in a community where politics is a trade and where so many enter it for what there is in it. But 
a large and influential portion of the Chicago public received its secondary education from the old 
high school on the West Side, when Mr. Howland was its principal. These men and women were 
his lo5ral friends. The leading professional men of the city, notably David Swing and others of his 
kind, recognized the value of a scholar at the head of school affairs and had a strong personal attach- 
ment to him, and the influence of David Swing and his group in Chicago was never overestimated 
although it was regarded as highly significant. And even the simon-pure politicians, the city-hall, 
office-dispensing fellows, seemed to have a regard for him, as if thev gave themselves an air of respec- 
tabilit}' b}' standing by him, as if they should say, "Of course, when it comes to Howland we must 
go slow"; such contradictions are occasionally encountered and encourage us to trust that the good 
leaven has not entirely spent its energy even in what we call the "bad lot." He was discreet, doubt- 
less, and did not needlessly offend them, but he did not cater to them, and I am misinformed if they 
ever tried to use him^. 

The State at large knew Mr. Howland mainly through his public addresses. While not greatlv 
in demand he made many pilgrimages to a goodly number of counties, especiallv in northern Illinois, 
mostly in the institute season. He was for mam^ years a regular attendant at the State Teachers* 
Association, where he was a favorite and appeared frequently upon its program. Yet his influence 



470 THE EDUCATIONAL HISTORY OF ILLINOIS 

there was largely personal. He was not a profound student of education in the sense that Ella Flagg 
Young or E. G. Cooley studied education. The gracious tributes uttered at the meeting following 
his death betrayed the relation in which he stood to that body. He was delightfully acceptable on 
the platform, where his utterances told upon the matter of kindness and patience and affection rather 
than of that professional skill that comes out of pedagogical insight. And his influence was very strong 
in the social gatherings in the hotel lobb}-, but there it was through the mellowness and richness of his 
personality and was never used for any purpose in all the world ; it simply pervaded a considerable 
group and gave a fine flavor to it, for he was never on exhibition. 

The volume pubhshed by the Appletons and edited by Dr. Harris contains a number of. the 
addresses alluded to. No one can read them with any care without getting a just appreciation of 
his tastes and dominating sympathies. You would not expect elaborate treatises on the scientific 
or philosophic aspects of education. The speculative was not his habit of thought nor was the experi- 
mental. To him the teacher was by far the largest element in the edticational problem. Upon him 
his view was focused. As he has so well expressed it, "the one great thing needed in our schools, 
public or private, is that spirit of humanity and culture which shall make their life healthy, happy 
and progressive, the well-spring of an upright, true, cultured manhood and womanhood, and a willing, 
working, watchful, and faithful citizenship." 

He had the largest faith in the widely humanizing influence of scholarship. He looked for gentle- 
ness and sincerity as its necessary outcome. The first paper, '' Moral Training in Cit}- Schools," 
has little to say of that systematic effort at moral culture by the use of the ethical element of classical 
literature in the lower grades — an agency so highly prized bv the Herbartians. He looked toward 
that concrete embodiment of the ethical idea, the teacher, quite to the exclusion of an}^ methodically 
organized sj^stem of moral training. And in him he had the profoundest faith. 

Was it because he lived and died a bachelor that his ideas of punishment were so one-sided? He 
could not endure the thought of severity with the young. He loved to idealize childhood. He saw 
its beautiful side in the cultured homes where he was a welcome and honored guest. His earlier life 
as a teacher was spent in secondary schools almost exclusively. I often thought that he had small 
appreciation of the years of patient discipline through which the child emerges from his natural self- 
ishness and becomes at last altruistic and human. 

But who shall say that this very fact did not fit him better for the duties of his later life? City 
systems have tremendous tendencies toward machine methods. Where there are so manv children 
the individual does not count for much, unless the teacher is peculiarly sympathetic. Into that 
hurried, formal and commercial life, this poet-superintendent was forever throwing his delicate fancies 
about the beauty and dignity of child life. 

What he called the barbarism of corporal punishment always encountered his indignant protest 
and it was well that he should feel as he did about it, although the rod is sometimes an unmixed bless- 
ing. He held to the irresistible potency of moral suasion and he never changed his belief. 

A passage from the paper already alluded to illustrates his faith in the refreshing influence of 
culture and is quoted to suggest a certain stimulating power which Mr. Howland exerted in this 
quiet and indirect way. He advises a hobby. "Though it be nothing rarer or more costly than 
moth-hunting, the jingle or jangle of rhymes, or even reformed spelling, they are, some of them, as 
I well know, of boundless possibilities. But at your daily mount of }^our hobby-horse, take not your 
way down the crowded street, nor over the flower. beds and the fragrant exotics of your friends; but 
rather turn aside into the quiet lane, or the unfrequented country road, or, still better, off for a free 
stretch over the wide, open prairie, where, with tossing arms and expanding chest, 3'ou can shout 
forth your happiness, till with loud answering echo, the solitary places shall be made glad with your 
presence." 

It is in such topics as " The Character of the Teacher," " The Elements of Growth in School Life," 
"The Scholarship Aimed at in the School," "The Teacher in the School Room," and "How the 
School Develops Character," that he is most at home. And with what charming graces'of style he 
deals even with the commonplace ! It was quite as much the literar}- flavor as the theme that delighted 
him with Horace Mann, while to the author of "Tom Brown's School Days," he gave his whole heart. 



THE EDUCATIONAL HISTORY OF ILLINOIS 471 

This volume from the press of the Appletons will be read as he desired — as a frequent recreation 
and not as a study. Have it at hand in the lounging half -hour of restful peace after the weary day. 
Freely pencil its pages where his poetic fancy leaps up with a fine illumination of the personality 
of the author. To read a chapter is to relive a quiet hour with him in his office at the close of the day, 
or by the genial grate of his favorite club or in my own home, to which he was not entireh^ a stranger. 
In writing of him there is no place for the m.ethodical biographer, or the critical analyst, or for 
anything but this informal prosing. No episode of his life can dim the attection in which he was 
held by those who knew him best. He died in the solitude that was dear to him and I think that he 
would not have had it otherwise. — J. W. C. 

The following appeared in the editorial columns of The Public School Journal, 
November, 1892: 

GEORGE HOWLAND IS DEAD! 

It was a painful shock to all of his friends, and they are a multitude, to learn that George How- 
land, late superintendent of schools of Chicago, was found dead in his room on Sunday morning, 
October 23. One of his most intimate friends kindly responded to our request, and sends the follow- 
ing facts concerning his last days : 

" Mr. Howland came to Chicago from his summer home in Conway, Massachusetts, some five 
weeks ago, to spend the winter herewith his nephew, George C. Howland. He was from his arrival 
very glad to be back again in his home — Chicago. These few weeks have been very happy ones 
for our friend. He daih^ met old friends and acquaintances, and when did he ever meet such a one 
who was not glad to see him? Thursdaj^ during our civic parade, he was over town all day. But 
in going home he got caught in a crowd that worried and fatigued him ver}^ much. Although I saw 
him Thursday and Friday evenings he did not tell me of this until Saturday evening, probably about 
an hour before he died. While I was with him Saturday evening he was in his usual apparent health 
and spirits. He died a sudden and I believe a painless death while preparing for bed that night. 
Mr. Howland died as he had lived — alone. The death angel came all unawares and reapt quickly. 
He was a man greatly loved." 

He wrote these' lines some years ago : 

"And when this fitful dream is o'er. 
And friend or foe can do no more. 

All earthly comforts flown ; 
When brightest mortal glories pale, 
And heart and flesh together fail. 
The parting spirit lifts the veil. 

And passes through, alone." 

Mr. Howland was succeeded by Albert G. Lane. He had spent his life in Chi- 
cago. He was a pupil in the city schools from 1846 to 1858. He was principal 
of the Franklin School from 1858 to 1869. From the latter date until December, 
1891, with the exception of a single term, he was the superintendent of the schools 
of Cook coimty. On the first Monday in December of the latter year he entered 
upon the duties of City Superintendent. 

Mr. Delano filled the interim between September and December. Mr. Lane was 
not obliged to become acquainted with the people with whom he was to serve. He 
knew them and they knew him and fully trusted him. 

Mr. Lane's service as superintendent continued for seven years. It was a period 
of great development for the schools. Early in 1905 Mr. Henry Barrett Chamber- 
lin, of the Chicago Record-Herald, began the publication of a series of articles, some 
thirty in number, on the history of the schools of Chicago. Respecting the changes 



472 THE EDUCATIONAL HISTORY OF ILLINOIS 

that occurred ■vvithin the period covered b}' the Lane administration he has much 
to say. He characterizes it as a new era. The study of the child was undertaken 
for the purpose of putting the management of the schools upon the only substantial 
basis. In consequence, instruction became less stereotyped. Nature study began 
to attract attention. There was a manifest endeavor to secure that free expression 
of child life without which education relies upon the "effort" theory. He enumer- 
ates twelve accomplished reforms and four suggestions that looked to a further 
development of the schools. They are as follows: 1. The introduction of manual 
training into the grammar schools. 2. The addition of the kindergarten to the 
educational agencies of the city. 3. The introduction of sewing and cooking. 4. An 
increase in the amount of drawing. 5. A change in the system of penmanship. 
6. The addition of laboratories for the use of the science departments of the high 
schools. 7. An increase of interest in the subnormal child and a marked improve- 
ment in his treatment. 8. The founding of the John Worthy School. 9. The 
Parental School Law. 10. The co-relation of the school and home through the 
introduction of a lecture system for the parents and the children. 11. A systematic 
attempt at the ornamentation of schoolrooms. 12. The establishing of the vacation 
schools. 

In the line of suggestion with a view to future development : 1 . Plan for a com- 
mercial high school. 2. The adoption of a system of pensions for teachers. 3. The 
simplification of the work in arithmetic. 4. Vitalization of the language work. 

The extension of the sphere of the schools aroused no little opposition. Things 
that are now considered as essential to the work of any good school were looked 
upon as "fads." It was said that the common branches were neglected, that the 
teachers were unprepared to teach the new subjects and that- the expenses were too 
great. In consequence, the historic war against the "fads" was begun. 

The Report of the Board of Ediication for the year ending June 30, 1894, con- 
tains, in the President's contribution, an echo of this outcry. The following extract 
reveals the attitude of that officer — Mr. Trude : 

" The warfare against the fads has resulted in their elimination from our schools. 
No longer are scholars required to defile their hands without strengthening their 
intellects, by the creation of mud pies or clay modeling. Paper cutting and all 
kindred nocuous, time-consuming fads have, with their authors, disappeared from 
the common-school service of the city. Upon the superintendent and his assistants 
there should be lodged no censure, either for the creation or maintenance of the fads 
mentioned. Their paternity is chargeable to a few members of the Board, who 
have resigned or whose terms of office have expired, and whose authority was more 
potential than that of the superintendent and his aids." 

Other matters of great importance were worked out in this administration. 

Mr. Lane withdrew from the superintendency at the close of the school year 
ending June 30, 1898. Chicago had been an educational storm center during the 
greater part of the seven years that he had been at the head of the system. The 
rare beauty of his character was never more charmingly exemplified than when he 
assumed the duties of assistant superintendent and gave to his successor the invaluable 
aid that his experience and intelligence equipped him with. 



THE EDUCATIONAL HISTORY OF ILLINOIS 473 

The successor of Mr. Lane was Dr. E. Benjamin Andrews, former president of 
Brown University. He remained in the position only two years. Violent antag- 
onisms were aroused, and Dr. Andrews found his new work anything but agreeable. 
His efforts to carry out what he regarded as greatly needed reforms were not suc- 
cessful in any large measure. He was a man of superior scholarship, large ideas, 
and lofty purposes. As will be seen later, the two reports that issued from the 
Board during his administration are volumes of great value and mark the intro- 
duction of new forces into the determination of the agencies of the school. He left 
the employ of the city to become the president of the University of Nebraska. 

In 1900 Mr. Edwin G. Cooley was elected to the superintendency and entered 
upon his duties at the beginning of the school 3^ear in September. He had not been 
connected with the city schools although he had been near enough to the city to under- 
stand the conditions that he would be called upon to face. At the time of his elec- 
tion he was principal of the La Grange Township High School. The promotion 
was a marked one. He was recognized as a man of superior capacities and of daunt- 
less courage. He had made a careful study of modern education although he had 
not had any large administrative duties to perform. 

Mr. Cooley 's administration covered nine eventful years in the history of the 
schools. These years were full of interesting events. Many of them will be nar- 
rated under other captions. When it is understood that it was at this time that the 
merit system was established in the selection of teachers and that the tenure became 
practically permanent it will seem that little more need be said. A system of pro- 
motional examinations was introduced that had friends and foes, the latter being 
somewhat in the majority. 

The labors of the position were too strenuous for the endurance of the superin- 
tendent and he was obliged to take a long vacation in 1908. But it became apparent 
that absolute withdrawal from the task that he had undertaken was necessary unless 
he was willing to risk a complete breakdown. In Februarj-, 1909,. he requested the 
Board to accept his resignation. That body was unwilling to lose his services, 
however, and declined to do so, requesting him to reconsider his determination. 
While fully appreciating the loyalty implied in such consideration Mr. Cooley was 
obliged, out of regard for his health, to renew his resignation, which was very reluc- 
tantly granted. 

The problem which the Board of Education was called upon to solve in the 
selection of a successor to Mr. Cooley was an extremely difficult one. One party 
favored the promotion of one of the many highly competent teachers in the employ 
of the city while another argued for the introduction of "new blood" from else- 
where. The matter was finally settled by the election of Dr. Ella Flagg Young, 
principal of the City Normal School. 

Mrs. Young graduated from the Normal class in the high school in 1862. She 
entered the employ of the city as a teacher in September of the same year. She 
served as training teacher in the Normal school, assistant in the high school, principal 
of a grammar school, district superintendent for tAvelve }'ears, and resigned in 1899, 
in the administration of Superintendent Andrews, because she was not in accord 
with the polic}- of the authorities. She was Professor of Education in the University 



474 THE EDUCATIONAL HISTORY OF ILLINOIS 

of Chicago from 1899 to 1905, when she was elected principal of the City Normal 
School. 

Her familiarity with the Chicago schools, her expert knowledge of education, 
her rare ability as an administrator, her remarkable mental capacity and her 
equally remarkable popularity among the teachers of the city combined to make 
her a candidate acceptable to all parties. She entered tipon her duties at the begin- 
ning of the school year 1909-10. 

Since her elevation to the high office which she occupies the schools have gone 
forward with their work in the finest spirit, the loyalty of the great force of teachers 
to their superior being manifested in many delicate and beautiful ways. She has 
the gratification of knowing that she is the only woman that ever occupied so respon- 
sible a position in the educational world. 

THE ASSISTANT SUPERINTENDENCY. 

It was not until 1869 that the Board of Education came to the relief of the Super- 
intendent by the appointment of an assistant. Mr. George D. Broomell, who had 
been principal of the Haven school, was detailed as " Extra Teacher" with an assign- 
ment at the ofnce of the Superintendent. He was succeeded the following 3'ear by 
Mr. Francis Hanford, a former principal, who served until the great fire. After the 
devastation wrought in that period of terror, the Board of Education, in its policy 
of retrenchment, dispensed with the assistant superintendent. After one year Mr. 
Hanford resumed the assistant's work and continued in that capacity until 1875. 
The following year Mr. Hanford met with a tragical ending to a fine career. The 
official records of the Board are silent with regard to the manner of his passing, but 
it was an event that thrilled the community and became the sensation of the year. 

Mr. Hanford was succeeded by Mr. Duane Doty, who was Mr. Pickard's assis- 
tant for the last two years of his administration, and, as has been stated, was elevated 
to the superintendency when Mr. Pickard resigned, in 1877. 

Mr. Doty's assistant was Mr. Edward C. Delano, who had been the principal 
of the City Normal School from its beginning; Mr. Delano spent the remainder of 
his life in the assistant's position. 

The addition of a second assistant to the Superintendent was made in 1883, Dr. 
John C. Burroughs being appointed to that office. Three additions to the force 
of assistants were made within the next four years in the persons of Albert R. Sabin, 
Ella Flagg Young, and Lizzie L. Hartney. In 1890 Leslie Lewis, James Hannan, 
and Augustus F. Nightingale were promoted to assistant superintendents. The 
two former had been principals and the latter was formerly the principal of one of 
the high schools in annexed territory. 

In 1892 Alfred Kirk was advanced from a principalship to an assistant super- 
intendency. He had been in the employ of the city for many years. 

In 1892 Dr. John C. Burroughs dropped out of line after a long service as a 
teacher. The following sketch appears in the Report of the Board of Education for 
the year ending June 30, 1892 : 

John Curtis Burroughs graduated at Yale College in 1842, and the Hamilton, New York, The- 
ological Seminary in 1S46. He came to Chicago in 1852 to become the pastor of the First Baptist 



THE EDUCATIONAL HISTORY OF ILLINOIS 475 

Church. He became the President of Chicago University in 1856, when it was first organized, and 
held that position until 1875. He was appointed a member of the Board of Education in 1880, and 
was elected an Assistant Superintendent of Schools in 1883. He held this position until April 21, 
1892, when, in the maturity of years, he ceased to work in our miidst. 

Forty years of constant and faithful service in religious and secular instruction were given to the 
young of this great city. The prime years of his life were given to building and developing Chicago 
University. No personal sacrifice for its maintenance was too great: no labor to make it a success 
was too heavy. No insurmountable obstacle to the final permanent establishment of his great enter- 
prise was ever presented to his mind. The permanent reorganization was practically accomplished 
before his death. 

As a superintendent he was considerate and helpful, critical, yet just, quick to appreciate and 
commend anv system or method of instruction which was based on recognized educational principles. 
In his personal relations with the teachers, he was trusted as a friend, consulted as a wise counselor, 
was tender and charitable to those who appealed to his sympathies. 

In 1894 Mr. William W. Speer was appointed assistant Superintendent. Mr. 
Speer became prominent in educational circles by the introduction of a new method 
of dealing with number. It is known as "The Speer Method." It had no little, 
vogue for some time, btit, like many other innovations, and innovations with very 
decided merits, it lost the attention of teachers within a few years. 

At this time there were nine assistant superintendents. Mr. Nightingale had 
been made a high-school supervisor and the others were assigned respectivel }' to 
divisions of the city that were numbered from one to eight. 

In 1899 Mrs. Young tendered her resignation and her place was filled b}?- the 
appointment of Miss M. Elizabeth Parson. Miss Farson had been one of the highly 
successful grammar-school principals. She became a teacher in the city schools in 
September, 1878. 

As has been stated, Mr. Lane became an assistant in 1900. Meanwhile, Mr. 
Nightingale had resigned and James Hannan had died. He was a faithful and 
competent principal and devoted himself with untiring zeal to the welfare of the 
schools. When he was advanced to an assistant superintendent's place, he mani- 
fested those superior qualities which endeared him to that larger circle of pupils, 
teachers and patrons that came within the sphere of his fine influence. 

Still other additions have been made to the list of assistants. The new appointees 
are Charles D. Lowry, Ella C. Sullivan, Henry G. Clark, Mary E. Vaughan, William 
C. Payne, William C. Dodge and Lincoln P. Goodhue, making fourteen men and 
women to aid the Superintendent in the great work of supervision. But these are 
not all. Four special superintendents have been added. They are Fred M. Sargent 
and Charles P. Megan, who were assigned to office duties, and W. Lester Bodine, 
Superintendent of Compulsory Education, appointed in 1899, and Thomas H. 
MacQueary, Superintendent of Parental school. 

In 1901-2 there was a change in the revenue law that reduced the income of the 
Board of Education a full million and a half. In consequence, the most rigid economy 
became necessary. Eight of the fourteen assistants were relieved from duty and 
were assigned to grammar schools if they desired them. Six district suj^erintendents 
were retained. They were Messrs. Kirk, Delano, Lowry, Dodge, Lane, and Miss 
Sullivan. Mr. William M. Roberts became an assistant superintendent with an 



476 THE EDUCATIONAL HISTORY OF ILLINOIS 

office assignment, and Mr. Megan was retained in his former position, as were Mr. 
Bodine and. Mr. McOueary. 

Nineteen htmdred and six was a sorrowful year for the teaching corps, for it 
placed against the name of the beloved Albert G. Lane the "fatal asterisk of death." 

The following sketch was prepared for the Proceedings of the National Educa- 
tion Association for the year 1906, by the editor of this volume: 

In attempting to understand such a character as Albert Grannis Lane one turns to his family 
histor}^ and to the circumstances of his childhood and youth. His father, Elisha Lane, was of New 
Hampshire birth, and his mother, Amanda Grannis, was a native of New York. Both came of Revolu- 
tionary ancestr}' and were of good, sturdy stock. They located in Chicago in 1836, six years after 
the plat of the village was filed for record. The thriving town had alread}' extended beyond the 
original territory, which was about equal in area to the inter-loop district of the present city. Cook 
count}' was but five years old and the city did not receive its first charter from the General Assembly 
until a 3'ear later. They found a community'- of about thirty-five hundred people, most of whom, 
like themselves, belonged to the pioneer type, the most enterprising element in anv population. 

The first home was on what is known as the Gale farm, at Oak Park. There Albert, the eldest 
of eight children, was born on the 15th of March, 1S41. Shorth^ after, the family moved to the town 
and occupied a one-story wood cottage, that had been prepared for their coming. It was located on 
the northeast corner of State and Van Buren, the present site of the Rothschild department store. 
With the growth of the city this dwelling was removed to West Monroe street, where it continued 
for many j-ears to be the home of the famil3^ A half-century later it again yielded to the pressure 
of the town and on its westward journey stopped over Sunday' directly before the residence of Mr. 
A. G. Lane, Superintendent of the City Schools. 

His intimate acquaintance with the city is thus explained. "He was native here and to the 
manner born." And the cit}' served him well in man}' of the situations of his busv life. He saw 
it change from a town of less than six thousand to a city of nearly two millions. He was thoroughly 
familiar with every aspect of its wonderful growth. No one could be more at home in its cosmo- 
politan life. The great problems of the metropolis developed under his eve. 

Albert was sent to school at an early age. His parents believed in education, and the home 
atmosphere was very favorable to the development of intelligence. But his father was dependent 
upon his trade as carpenter for his income. The family was large, the wages were low, and there were 
interruptions from bad weather and scant business and the ordinarv misfortunes of life. A dollar 
and a half a day seems a pitiful allowance for a famil}' of ten, even with no loss of time. In conse- 
quence there was the greatest need of Albert's assistance as soon as he was old enough to find remun- 
erative emplo3'ment. And this time arrived just as he was finishing the grammar school. But the 
new high school was ready to open its doors to the boys and girls of the young city, and it was possible 
for him to finish its course within two years because of the advanced work that he had done in the 
grammar school. The ardent bo3''s desire for further education had been fanned to a fiame, and it 
seemed a cruel despoiling of his hopes to be obliged to give up his cherished ambition. There was 
a family council, and a conclusion was reached that his strength and intelligence had become a market- 
able commodity whose value was greatly needed by the familv. He accepted the situation, asked 
for an assessment of his obligation, and entered into solemn league and covenant to turn into the 
general treasury weekl}' the three or four dollars that his services were assumed to be worth. He 
could not entertain the thought of giving up his education. 

It was a trying time for the fifteen-3-ear-old lad, but he kept his obligation. At three o'clock 
in the morning he went to the Tribune office, folded his papers and tramped his round. He herded 
cattle on the prairies of the West Side where the population now is the densest. He picked up odd 
pennies at various small jobs and he kept his obligation. Who shall tell how frequentlv in the nine- 
teen years that he v.'as paying his "national debt," his mind may have reverted to the struggles of 
his childhood to keep up his weekly contribution to the common purse ? 

He entered the high school on the first day of the first term and remained there two years. He 



THE EDUCATIONAL HISTORY OF ILLINOIS 477 

fell a little short of graduating although a few weeks more would have accomplished it ; ?jut he \¥as 
after the substance rather than the external show, and he accepted the situation without complaint. 
It had been a great discipline for him and it gave color to all of his subsequent life. He could sym- 
pathize with poverty, for he had experienced it. He could appreciate the inestimable worth of an 
education , for he had bought it with energy and privation and self-denial . He could m.eet the humblest 
laborer on his own plane, for he too had been a toiler where the wage was very small. But it was 
worth all that it had cost. 

He was no sooner out of school than he was elected to the principalship of the old Franklin School. 
He could safely lay claim to the honor of having been the youngest man that ever held such a position 
in Chicago. He was barely seventeen when he entered upon the discharge of his duties. The sug- 
gestion of such a transaction would now be regarded as preposterous. He retained this position until 
1869, when his larger career began. 

In November, 1869, he was elected to the superintendency of the schools of Cook county. He 
was then in his twenty-ninth year and in the full, overflowing vigor of a splendid, young manhood. 
He was good to see. Tall, muscular, handsom.e, with a clear, ringing voice, a face that won its way 
to full confidence at the first meeting, and an unusually magnetic manner. He lived in an atmosphere 
of perpetual sunshine and ardent enthusiasm. His sense of duty was exceptionally keen, and was 
grounded in a deep religious conviction. Like Abou Ben Adhem, he loved his fellow man. Like 
Pestalozzi, he saw the cure of the greater part of our social woes not alone in the education of the 
head, but, as well, in the education of the hand and especially in the education of the heart. It was 
clear that his life had a deeper anchorage than that of most men. This is an impression that he 
invariably gave to those who knew him at all well. He seem^ed to draw his inspiration from unfail- , 
ing hidden springs. 

Think of such a man in conjunction with such an opportunity ! He pressed himself against the 
task with all of the ardor of a crusader. He was ready for any drudgery, yet he was an idealist to the 
coi'e. The best schools were poor enough and the rural schools were worst of all. The average 
school was held in a poor building with little if anything in the way of apparatus and nothing in the 
way of a library. Even blackboards, were a novelty in many localities. There v>fas no definite course 
of study, no uniformity of text-books and rarely a trained teacher. The multiplicity of duties devolv- 
ing upon the superintendent was something appalling. He must be lawyer, man of business, peace- 
m.aker, educational exhorter, and miost dilficult of all, perhaps, licenser of teachers. He was all of 
these and more. He brought to the discharge of his manifold duties a sympathetic personality that 
made him not only a pubhc ofi&cial, entrenched behind the law and exercising his formal authority, 
but a warm-hearted friend as well, full of gracious courtesies to everybody. He unraveled legal 
tangles ; examined accounts of trustees and treasurers ; adjusted neighborhood quarrels ; pleaded with 
parents for the inalienable rights of their own children ; urged more liberal appropriations upon penu- 
rious voters ; encouraged overworked and poorly paid teachers ; sympathetically eliminated the ineffi- 
cient by tactful methods; organized institutes for the instruction and inspiration of all, and did it 
with tireless patience and abounding good nature. 

Under his guidance, the work which that faithful pioneer of education, John F. Eberhart, had 
started, began to expand and develop. He introduced into the country schools a uniform course 
of study. The children were thus enabled to move from grade to grade until they had completed 
the rudimients of an EngHsh education. Previously the waste of time had been beyond computa- 
tion. The constant change of teachers m^eant an endless round of deadening repetition, for there 
were no records to determine the work. No other one thing was in any way comparable to this single 
reform. He had the pleasure of seeing his plans put into operation in many localities in his own 
and in other States. This done, he attacked the problem of the secondary school and was largelv 
instrumental in securing its multiplication until almost every child had within his possibilities 
a high- school education. 

In 1873 a burden was dropped upon his faithful shoulders which he was foredoomed to bear for 
nearly a score of years. He had in his possession an undistributed school fund of ^S.33,000. The 
County Commissioners approved the bank in which it was deposited. With the coming of the panic 



478 THE EDUCATIONAL HISTORY OF ILLINOIS 

of that year the bank fell to pieces like a house of cards. It is probable that his responsibility ended 
with the action of the Commissioners. But he lived under the higher law. Nothing could deter 
him from assuming the entire responsibility. He called his sureties together, arranged for them to 
pay the loss, turned over to them all that he had, and began the long task of reimibursing them for 
their outlay. The county did not lose a penny. To add to his misfortune he failed of reelection 
that year. Four years later the people recalled him to his former work and kept him there until the 
city called him to a higher estate. 

It took him more than nineteen years to square himself with the world, but he did it. No bonds- 
m;an lost a dollar. He paid principal and interest to the last cent. When the task was done he had 
put forty-five thousand dollars into the investment — a snug little fortune for a man of modest desires. 
I remember how we grasped hands when he told me, one day, that his "national debt" was at last 
paid. I had no words for the occasion. 

He was county superintendent for nineteen 3'ears. What would Colonel Parker and his County 
Normal School have done without him in those militant years when his institution was on the brink 
of ruin? They called him down there on his fiftieth birthday and told him what they owed him. 

The story of his accession to the city superintendency has been briefly told. The seven years 
that followed were years of battle against the gang and for the children. The howls of the "gray 
wolves " were always in his ears. But he never lost heart. In one of the series of articles contributed 
to the Record-Herald on the History of the Chicago Schools, by Henry Barrett Chamberlin, he says 
that Mr. Lane's administration "marked a new era in educational thought and practice." He 
enumerates somie of them : , 

"The extension of the manual training into the grammar grades; the introduction of sewing and 
cooking as a form of manual training ; the added importance attached to drawing ; the change in the 
style of penm_anship; original investigation on the part of the pupils in the laboratories of the high 
schools; new interest in the subnormal pupils, resulting in ungraded rooms for the defective pupils 
in the regular school buildings ; in the erection of the John Worthy School and, later, in the law author- 
izing the parental school; correlation of the child's school life with his home life through lecture courses 
and parents' m.eetings; the vacation school suggestion; the plan of a commercial high school and a 
course in civics ; the law authorizing a pension for teachers and emploj^ees ; simplification of the work 
in arithmetic ; vitalization of the language work — all of these featured in the administration of Mr. 
Lane and showed that the new education was abroad." 

Here was material enough for the critics. The newspapers had an abundance of sensational stuf? 
for headlines. The cartoonists sharpened their pencils. Members of the Board of Education actually 
visited schools. It was inevitable that much of the work should be imperfectly done, for it was in 
the first stages of its development. A portion of it was eliminated, but the atmosphere was changed. 
Henceforward there was to be a freer life. 

In 1S9S he failed of reelection. It is probable that this was the severest disappointment of his 
life. He was urged by his friends to withdraw from the schools, but he would not listen to such advice. 
He accepted the lower position without a murnmr and manifested such fidelity as to gladden the 
heart of his chief. The tributes to his devotion from Dr. Andrews and from Superintendent Cooley 
dwelt upon his great skill and especially upon the absolute sincerity of his character. 

No biograph\' of Mr. Lane would be at all complete that omitted an account of his services 
to the National Education Association. Yet there is scant space to speak of it. Fuller details may 
be found in the article from which this has been cut. His membership began in 1884 and he was 
an official of the Association the larger part of the subsequent twenty-two years. He served as 
state director, president, chairman of the Board of Trustees, practically supervisor of the fund — 
offices of great importance to the welfare of the organization. Secretary Shepar'd, presidents with 
whom he served and others, joined in unstinted praise of what he accomplished. 

The time came at last when he could no longer engage in the laborious service to which he had 
given his life. On the 23d of August, 1906, his beautiful hfe came to its close. From one end of the 
country to the other came loving tributes to his mem^ory. The Board of Education adopted an 
appreciative m.emorial. Religious and educational institutions recorded their admiration of his 



THE EDUCATIONAL HISTORY OF ILLINOIS 479 

character and services. A great meeting at the Auditorium was addressed bv President James, Dr. 
Gunsaulus, Dr. Rufus A. .White, and others. 

In Morituri Salutamms, one of the sweetest of our Am.erican singers chants his valedictory to 
his surviving classm.ates of a half-century earlier: 

"0 ye familiar scenes — ye groves of pine, 
That once were mnne but are no longer mine — 

we who are about to die 
Salute you ; earth and air and sea and sky, 
And the imperial sun that scatters down 
His sovereign splendors upon grove and town. 

Ye do not answer us ! Ye do not hear ! 
We are forgotten ; and in }'our austere 
And calm indifference, ye little care 
Whether we com.e or go or whence or where." 

And so throughout the larger part of this beautiful poem there is the haunting echo of a pensive 
melancholy. Yet he was not old. He had been crowned by his fellow men with unfading laurels. 
At last a more hopeful spirit inspires the theme : 

"As the evening twilight fades away 
The sky is filled with stars invisible by day." 

Ulysses had a braver spirit. 

" Come my friends 
'Tis not too late to seek a newer world. 
Push oif, and sitting well in order, smnte 
The sounding furrows ; for my purpose holds 
To sail beyond the sunset, and the baths 
Of all the western stars, until I die." 

Albert Grannis Lane was not old, yet the assaults of disease had made him battle for the boon 
of life. But it was the unconquerable spirit of Ulysses that inspired the heroic figure so familiar to 
us all. The eyes lost none of their luster and the earnestness and fervor of the uplifted face were 
undimmed. He was never younger in his spirit than when he fell asleep. 

Mr. Lane was married on June 18, 1878, to Frances Smallwood, for ten years a teacher in the 
city, nine of the ten being in the old High School. Two daughters survive the father, Clara Lane 
Noble and Harriet Lane. 

In 1907 another veteran einplo}'ee of the Board of Education dropped out of 
service. Edward C. Delano, for fifty-one years a teacher in the cit}", died on June 7, 
1907. He began his work in September, 1856, and shortly after was made the prin- 
cipal of the Normal department of the High School. He continued at the head of 
the Normal school until it was discontinued and was then transferred to the work 
of assistant superintendent. He served in the latter capacit}' for thirty years. 
The greatest confidence was felt in his character and capacit}'. It is said that he 
might have been city superintendent if he had wished the office but that he preferred 
the less responsible position. 

He made warm friends, was highly valued as a counselor, was the most welcome 
of visitors, was never harsh, and always encouraged the development of the highest 
moral earnestness. His ambition was to secure character rather than scholarship, 



480 THE EDUCATIONAL HISTORY OF ILLINOIS 

although he beheved fully in the latter. His firmness for the right, his sense of honor, 
his devotion to his work made a place for him by the side of his friend who went 
before him into the unknown. He and Mr. Lane worked side by side in the evening 
schools in 1856-7, their only compensation being the joy of service. 

He was spared a lingering sickness. There was no intimation of approaching 
death. Like his friend, Howland, he answered to the call of the messenger in the 
night and while he was alone. 

The death of Mr. Lane and Mr. Delano left two vacancies in the board of assist- 
ants. In 1907 Mr. Kirk withdrew, so that in 1907-8 there were but three assistants 
left for the district work — Mr. Lowry, Mr. Dodge, and Miss Sullivan. Mr. Roberts 
and Mr. Megan remained in the office, and Mr. Bodine as Superintendent of Compulsory 
Education, but Mr. Rufus M. Hitch became Superintendent of Parental School, 
being promoted to that position from a grammar-school principalship which he had 
occupied for several years. 

Mr. Cooley soon discovered the inadequacy of the assistant force. In 1908-9 
three notable additions were made to the corps: Edward C. Rosseter, principal of 
one of the high schools; Minnie R. Cowan, principal of one of the grammar schools, 
and Orville T. Bright, also a grammar-school principal. Of these three Mr. Bright 
had been longest in service, and we shall hear of him again when the grammar schools 
are under consideration. With the exception of the eleven years that he was county 
superintendent, he has been connected with education in Chicago for approximately 
forty years. 

In 1909 still other additions were made to the force of assistants. Mr. Hitch 
was transferred from the superintendency of the Parental School, and Henry C. Cox, 
Gertrude E. English and Kate Kellogg were promoted from principalships. John 
D. Shoop was made First Assistant Superintendent, an office that was created at 
the time of the election of Mrs. Young. Mr. Peter A'. Mortenson succeeded Mr. 
Hitch as Superintendent of Parental School. 

The situation for 1910-11 is as above indicated: First Assistant Superintendent, 
ten District Superintendents, and two office superintendents and the two special 
superintendents. 

COMPULSORY EDUCATION. 

On October 17, 1888, the attention of the Board was called to this subject by 
a resolution introduced by Hon. Charles Kozminski. The resolution was refeiTcd 
to the Committee on Judiciarv, who carefully considered the act of 1883 and declared 
that it could not be enforced. This latter date marks the beginning of a serious 
attempt to do something with the non-attendants. The legislation accomplished 
little more than to accustom the public to the phrase and to set it up as matter for 
future consideration. 

The resolution referred to above resulted in the appointment of a special com- 
mittee whose duty was to inform itself on the subject and prepare a bill to be acted 
upon by the legislature, which was then in session. 

A public meeting was held on Januar}^ 19, 1889, which was attended by a large 
number of prominent citizens, including a number of members of the General 



THE EDUCATIONAL HISTORY OF ILLINOIS 481 

Assembly. It resulted in the preparation of three bills — see pages 24-7, School Report 
for 1889. The bill that became a law may be found on pages 29-30 of the same 
report. 

Abram E. Frankland was a^^pointed Superintendent of Compulsory Education, 
an office created to meet the necessities of the new law. He served until 1894, when 
he was succeeded by Thomas J. Bluthardt, who assumed the added duties of Sanitary 
Inspector. He in turn served until 1899 and was succeeded by W. Lester Bodine, 
who was still in that position in 1910-11. 

The special supervisors will receive attention later. The organized agencies in 
the way of schools have been indicated. At the head is the 

TEACHERS' COLLEGE. 

The City Normal School was at first a department of the High School. The 
latter was provided for by an ordinance which was passed in January, 1855. Its 
history will be traced on subsequent pages. 

The Normal School began its career in 1856, a year before the establishment of 
the Illinois State Normal University. It was, therefore, the first' Normal School 
in the Mississippi valley. Doubtless this pioneer movement had no inconsiderable 
influence upon the success of the entei-prise in which so many of the early educational 
people were then engaged, which had for its end the Illinois State Normal University. 

The specific aim of the City Normal School was the preparation of young women 
for teaching in the grades of the city schools. Great difficulty had been experienced 
in securing teachers for these positions. A two-year course was offered, much 
attention being paid to the study of the common branches and especially to the 
development of the ability to explain to the pupils the difficulties encountered in 
teaching these subjects. The higher mathematics and their application to the 
practical sciences were also included in the course as was a considerable segment 
of history and belles-lettres . The pupils were required to conduct classes in each 
of the subjects of instruction, their classmates serving, meanwhile, in the capacit}- of 
children. 

Its first principal was Ira Moore, a graduate of Bridgewater Normal School, 
Massachusetts, an institution that has exerted so powerful an influence upon edu- 
cation in Illinois because of the five graduates who were connected with the State 
Normal University within the first thirty-three years of its life. Mr. Moore went 
to Bloomington in 1857, becoming one of the first teachers in the institution there. 
The second principal was Edward Delano, who remained at the head of the school 
until its discontinuance in 1877. In 1871 the school was detached from the High 
School and given a separate home. 

It soon became apparent that the method of pla3dng at teaching by using the 
Normal students as practice classes was at best only an extremely poor substitute 
for the real experience needed. In consequence one of the graduates of the school, 
N. Ella Flagg, Avas selected to conduct classes of children for the illustration of 
method and to supervise practice work in which the Normal pupils engaged. She 
remained in this position for a number of yeai's and until the department was thor- 
oughly established. She was succeeded bv Miss Caroline S. A. Wygant. 

31 



482 THE EDUCATIONAL HISTORY OF ILLINOIS 

The school came to an abrupt termination in 1877, Mr. Delano going to the 
work of assistant superintendent, as has been seen. 

It was not long before the Normal School was seriously missed and an effort was 
made to find something in the way of an agency that would take its place. Instead 
of a separate institution, the principals of the grammar schools were required to 
manage a cadet sA^stem, j'oung women-graduates from the High School being assigned 
to them to learn the art of teaching in such way as they might be able to do by observ- 
ing the work of the grade teachers, occasionally engaging in practice, and receiving' 
such useful hints as the principals and the teachers might give them. After two 
months of such experience they received seventy-five cents a day. They were 
assigned to vacancies as the need for them developed. They got somiething of worth 
from their contact with the schools, but it was soon made apparent that the system 
was a failure. Mr. Lane found the plan in operation when he came to the super- 
intendency. A Teachers' Training School was declared to be a crying need of the 
city, and the establishment of such an institution was warmly recommended. The 
recommendation was adopted and the Board voted to organize a training class for 
teachers in September, 1893. All applicants for positions who had never taught and 
who had succeeded in passing the examinations and all high-school graduates who had 
received certificates to teach because of the excellence of their scholarship were 
instructed for five months in a special training class one half of each day and engaged 
in practice teaching for the remaining half. As soon as they demonstrated sufficient 
ability thev were assigned to the charge of rooms. The special teachers under this 
arrangement were at first Miss Agnes M. Hardinge and Miss Theresa McGuire. 
Later, Miss H. Amelia Kellogg, principal of the Riverside Grammar School, was 
added to the corps. She was a most significant addition, as she was a graduate of 
the State Normal University, a woman of charming personalit}'- and a principal and 
teacher of rare power. But a better plan was soon made possible. 

The history of the Cook County Normal School has been narrated at some 
length in these pages. In the year 1895-6 it became the property of the city and its 
splendid facult}^ went with the tangible property. The story has been told of 
Colonel Parker's connection with it and of the succession of Arnold Tompkins to 
the principalship. 

Chicago has long been an educational storm center and it is no unusual thing 
for a tempest to arise at any time. Before the city took the Normal School over, 
the radical policy of its distinguished principal invited great praise and also extremely 
shai-p criticism. It was not anticipated that he would have smooth sailing all of 
the time after the transfer was made. Indeed, the opposition was sharper than 
ever before. In consequence, a committee of the Board, under the chairmanship 
of Joseph W. Errant, President Hai-per being also a member of the committee, 
made a careful investigation of the school and of Colonel Parker's methods. The 
investigation resulted in a unanimous report, favoring the retention of the entire 
faculty and also of enlarging its membership and of increasing the facilities of the 
school. The Training School for Teachers, which had been maintained in the 
Thomas Hoyne school building from 1893 to 1896, was, in September of the latter 
year, transferred to the recently acquired Normal School. 



THE EDUCATIONAL HISTORY OF ILLINOIS 483 

In 1899, a fine building, costing $110,000, was added to the equipment. The 
course was changed the same year from one 3.-ear to two. It was at this time that 
Colonel Parker resigned and became the principal of the school projected by Mrs. 
Emmons Blaine. E. G. Cooley, principal of the La Grange Township High School, 
was elected to succeed him, but his Board would not release him. Mr. Giffin acted 
as principal until the election of Arnold Tompkins in 1900. In 1904 the magnificent 
new building, costing $400,000, was assured. 

In the School Report of 1906 appeared an appreciation of Dr. Tompkins. It 
was substantially as follows: 

Arnold Tompkins was born on his father's farm eight miles south of Paris, Illinois, on Septem- 
ber 10, 1849. He died at his countr\r home at Menlo, northern Georgia, on August 12, 1905. His 
early education was received at "Possum Kingdom," a country school near his father's farm. At 
the age of fifteen he walked three miles to attend another country school, which was taught by a man 
of college training, a teacher who taught algebra and geometry. This man inspired him to go to 
college. At the age of seventeen he taught a term of school in the country. In the spring of the 
same year he attended the high school at Paris for two or three months. The following winter he 
again taught a country school, all of the time looking forward to the day he might enter college. 
That day came in 1869 when he entered Indiana University, dropping out before the end of the year 
because of overwork. The following September he entered Butler Universit}', but was again forced 
to leave because of illness. 

In 1875 he entered the State Normal School, at Terre Haute, where his work with William A. 
Jones, first president of the school, started him in organic thinking. He was graduated from this 
school in 1880. He spent the next two years at Worthington, Indiana, as superintendent of schools. 

In 1882 he became superintendent of schools at Franklin, Indiana, where he prepared a graded 
course of study, organizing the work on a philosophical basis. In 1885 he was chosen head of the 
English Department in the Normal School of DePauw University. He was made dean of the school 
in 1889, and was graduated the same year from the Universitv of Indiana, just twenty years after 
matriculating. In 1890 he became the head of the Department of English in the State Normal School 
at Terre Haute, where he remained two years. 

In 1893 he entered the University of Chicago, where he remained as a graduate student for two 
years. At the end of this time he accepted the chair of pedagogy in the University of Illinois. In 
1899 he resigned to become the president of the State Normal Universitj-, at Normal. The following 
year he accepted the principalship of the Chicago Normal School, where he remained until his death. 

Dr. Tompkins did much work as a writer, publishing in 1889 "The Science of Discourse," in 
1893 "The Philosojjh)^ of Teaching," and in 1895 "The Philosophy of School Management." In 
addition to the.se he prepared shorter articles for the educational press. 

Perhaps the greatest work of his life was done on the lecture platform before the teachers of the 
countrjr. No one ever approached him in ability to talk pedagogy in an attractive and inspiring 
way. He held a unique position as an impassioned orator and exponent of educational ideas. Those 
who heard his famous addresses at the meeting of superintendents at Columbus, to the Illinois teachers 
at Springfield, or to the members of the St. Andrew's Society, when he spoke of Robert Burns, realized 
that he was first in this field and the others nowhere. His firmest friends have believed for many 
years that this gift of oratory in the exposition of educational ideals was worth more to the cause of 
education than anything that he could contribute as a teacher or as an administrator. 

In administering the affairs of the Chicago Normal School, Dr. Tompkins met with many diffi- 
culties, for which he was not responsible. Colonel Parker had taken with' him a large number of the 
Normal School faculty, many of the vacancies thus created having been filled during the interim 
between Colonel Parker and Dr. Tompkins. In filling other vacancies he was sure to offend the 
community and teachers in the old school, who jealoush'' guarded the ideals of Colonel Parker, and 
resented anvthing that looked like a change. Further difficulties arose from the fact that he took 



484 THE EDUCATIONALHISTORY OF ILLINOIS 

charge of the school when there was a large surplusage of teachers, a long list of cadets, and the policy 
had just begun of doubling the demand upon the students of the Normal School. Financial diffi- 
culties, too, forced the Board of Education to give up the small salary of $200 a year which had been 
paid to cadets while on the waiting list. The long wait before appointn;ent, the deprivation of 
salarv, and the longer period of stud}' required before graduation at the Normal School, together 
with the inevitable difficulties connected with the taking charge of a new school and the inauguration 
of a new policy, made the situation a difficult one to handle. 

He faced these difficulties with a courage and hopefulness that endeared him to all that were 
associated with him. His faith that truth would prevail, that there was something in the universe 
working for righteousness, that the situation would somehow spell "success," was absolutely invin- 
cible. When difficulties arose, and complaints and denunciations of his policy were under considera- 
tion, he would urge that logic would win in the end, and that success must be ours in our efforts to 
build up a great teachers' college. 

It was Dr. Tompkins' ambition to see the Teachers' College thoroughly established, equipped 
with a good faculty, and prepared to train all classes of teachers needed in the schools of Chicago. 
When this work was done he was anxious to resign. His ambition was purely im.personal; he thought 
first of his school work, second of his owm leadership. One of the saddest things connected with his 
death is the fact that he was so near a realization of all of his hopes, and yet was not permitted to 
open up the school in the new quarters he worked so long to secure. He had, however, lived long 
enough to see the threatened destruction of the school averted, to see the tide turn and increasing 
numbers of students enter the school, aiid to realize that he was at the head of one of the best and 
most finely equipped Normal schools in America. 

THE HIGH SCHOOLS. 

As earlr as 1S43 the subject of a high school had been broached. In 1852 a com- 
mittee made an elaborate report and a convincing argument for its establishment, 
and in January, 1855, the ordinance was passed. The plans for the building were 
furnished by Superintendent Dore and were so admirable that the State Agricultural 
Society awarded him a diploma and a premium for " the best design for a high-school 
building." He received similar consideration from other societies, indicating that 
the high school was in the near future. The building and its furnishings cost $50,000. 
It could accommodate three, hundred and fifty pupils. It Avas regarded as a noble 
edifice and its erection marked an epoch in the histor}' of the city. When it is 
remembered that it was but sixty feet by ninety and but three stories high it will 
be seen that it belonged to the pioneer period. 

The school was opened on the 8th of October, 1856, Avith Charles A. Dupee as 
principal. One hundred and twent3''-five students appeared and were provided 
with four male teachers. It was co-edticational. In 1857 the name of George 
Howland appears on the list of teachers. He was to become a most significant 
factor of the social and educational life of the cit}'. He became the principal of the ' 
school in 1860 and remained in that position until he was promoted to the superin- 
tendenc}'. 

There were a number of men and women on the old high school facult}' who 
subsequently became conspicuous in the schools of the cit}- and elsewhere. Leander 
H. Potter went from its staff to the Normal University in 1860, and became finally 
the colonel of the " Normal" Regiment. S. H. Peabody, later the president of the 
University of Illinois, Avas a teacher there in 1866. Mr. Sabin and Mr. Westcott 



THE EDUCATIONAL HISTORY OF ILLINOIS 485 

served there for a time. As has been said, Mrs. Young was also one of the early 
assistants. 

In the School Report of 1879 there are very interesting historical sketches of 
the first high school, the Normal school, and also of the division high schools 
that were opened in 1875. They may be found on pages 48-70. Lack of space 
prevents their introduction here. 

In 1875 there was a marked development of the high-school idea. The new 
scheme provided for an English high school in each division of the city. The 
coiu-ses were to be two years long and embraced the more practical branches of 
higher instruction. The North Division "school was located at the corner of Elm 
and North State streets ; the South Division High, at the comer of Michigan avenue 
and Twenty-fourth street; and the West Division on Aberdeen at the comer of Jack- 
son. The old high school was called the Central. The surroundings of this school 
were declared to be of such a character as to necessitate a change of site, vice in its 
most objectionable form having taken possession of the immediate environs. 

These division high schools were a development of high-school classes that had 
been organized in each division of the city as early as 1869. The high school was 
overcrowded. Many of the pupils left after one 3'ear of work. Arrangements 
were made, therefore, in the Franklin, Haven, Foster and Hayes schools for a }'ear 
of high-school work, with the understanding that at the end of this j^ear the pupils 
would be transferred to the high school. The first school was located on the North 
Side, the second on the South, and the third and fourth on the West Side. 

The principals of these schools were respectively H. H. Belfield, Jeremiah Slocum, 
Ira S. Baker. Mr. Howland retained the principalship of the Central until his 
promotion. 

The year 1889-90 was a banner year for the increase in the number of high schools, 
which in a single year were increased from three to twelve. Much the greater part 
of this increase was due to the annexation to the city of adjacent territory already 
supplied with fine high schools. Here is the list with their principals: 

North Division, Oliver S. Westcott; South Division, Jeremiah Slocum; West Division, George 
M. Clayberg; Northwestern Division, Franklin P. Fisk; Calumet, Avon S. Hall; Englewood, Orville 
T. Bright; H5'de Park, William A. McAndrew; Jefferson, Charles A. Cook; Lake, Jam^es E. Armstrong; 
Lake View, Charles W. French; South Chicago, Charles I. Parker; English High and Manual Train- 
ing, James F. Claflin. The latter school will receive especial attention later. 

There were changes in some of these principalships soon, Mr. Armstrong going to Englewood 
when Mr. Bright became county superintendent, Edward F. Stearns to Lake, Mr. French to Hyde 
Park, Mr. James H. Norton to Lake View, and Albert R. Robinson to the English High. 

The Marshall and Medil! were added in 1S95; the Austin, in 1899; the Mclvinley and Waller, in 
1901; the R. T. Crane, in 1903; the Curtis, the Phillips, the Tuley and two Manual Training High 
Schools in existing buildings, in 1905; the Lane Technical, in 1908; the Farragut, in 1909; the Schurz 
and the Parker, in 1910. 

The classification of these schools was as follows in 1911: 

Technical: Crane, William J. Bartholf, principal; Lane, William J. Bogan, principal. Having 
partial manual training equipment: Austin, George H. Rockwood; Bowen (South Chicago), Charles 
I. Parker, principal; Calumet, Avon S. Hall, principal; Curtis, Thomas C. Hill, principal; Englewood, 
Jam.es E. Armstrong, principal; Farragut, Frank L. Morse, principal; Lake, Edward F. Stearns; 



486 THE EDUCATIONAL HISTORY OF ILLINOIS 

Lake View, Benjamiii F. Buck; Marshall, Louis J. Block; McKinley, George M. Clayberg; Medill, 
Albert R. Sabin; Parker, William B. Owen; Phillips, Spencer R. Smith; Schurz, Walter F. Slocum; 
Waller, Oliver S. Westcott. Without manual-training equipment: Hyde Park, Hiram B. Loomis; 
Jefferson, Charles A. Cook; Tuley, Franklin P. Fisk. 

Most of the buildings in which these schools are housed are models of their kind. 

THE PARENTAL SCHOOL. 

In 1899 the legislature passed a law requiring the Board of Education of the 
city to build and maintain a Parental School. This movement was in harmony 
with the JuA^enile Reform Law, which created a Juvenile Court and provided for 
a parole system and probation officers to look after truants. This movement marks 
an epoch in the treatment of the delinquent pupils. Its effect became immediately 
noticeable. 

The Board of Education responded at once to the provisions of the law requiring 
the establishment and maintenance of the Parental School. Mr. Thomas H. Mac- 
Queary was selected as superintendent after a careful examination of the relative 
merits of a number of available men. Following the recommendation of the Com- 
mittee on Compulsory Education, he was instructed to visit institutions similar to 
the proposed school and make a careful examination of the methods that had been 
found to be successful in their experience. A'''ery property the Supervisor of Manual 
Training was directed to accompany him. 

Mr. Bodine had so far covered the constructive features of such schools in a report 
from his department that these gentlemen devoted their time mainly to the study 
of the educational principles and practices involved in such institutions, the most 
successful ones in the East being visited and carefully scrutinized. Their report may 
be found on pages 15-29 of the School Report for 1900. 

A site was selected in the northern part of the city. The plans contained pro- 
visions for ample school room, dormitory and shop facilities, and were based on the 
cottage plan. Sixt}^ acres of land were set apart for the use of the school. The 
first pupils were received January 1, 1902. A description of the organization and 
work of the schools may be found in the Report for 1901-2. 

Rufus M. Hitch became superintendent of the school in 1907 and continued in 
that capacity until his promotion to a district superintendency in 1909. His suc- 
cessor was Peter A. Mortenson. 

THE JOHN WORTHY SCHOOL. 

The condition of the bo}^s committed to the city Bridewell could not escape the 
attention of an}- visitor to that institution of correction. They were associated 
with hardened criminals and seemed foredoomed to criminal careers. In 1896, the 
Common Council imposed upon the Board of Education the task of direction and 
training of these boys. A suitable building was erected and the school was organized 
on November 1, 1896. Robert M. Smith, from the English High and Manual 
Training School, was made the principal. This was the beginning of the John 
Worthy School, so conspictious among the educational agencies of the city. 



THE EDUCATIONAL HISTORY OF ILLINOIS 487 

THE GRAMMAR SCHOOLS. 

In 1857 the system of numbering the grammar schools was abandoned and they were given 
names. This custom has perpetuated the names of many of the pubUc-spirited citizens of the city 
who by their devotion to the interests of education have deserved well of their fellow citizens. The 
Dearborn has been described. The report of the the superintendent for the year ending Februar}^ 1, 
1858, mentions also the Jones, on Clark and Harrison; the Scanimon, on Madison between Halsted 
and Union; the Kinzie, on Ohio and La Salle; the Franklin, on Division and Sedgwick; the Washing- 
ton, on Owen and Sangamon ; the Moseley, on Michigan avenue and Montere}^ ; the Brown, on War- 
ren and Page; the Foster, on Union street near Twelfth; the Ogden, on Chestnut between Dearborn 
and Wolcott. 

The principals of these schools were among the early workers in education. Their names are 
household words in the city. The principal of the Jones was Willard Woodard, who retained the 
position for seven years. He v/as long a member of the book-publishing firm of George Sherwood 
& Co. He served on the Board of Education later. Daniel S. Wentworth was principal of the 
Scammon School until 186-3. We have heard of him in connection with the Cook County Normal 
School. The principal of the Kinzie at this time was Philip Atkinson. After a year Ben. D. Slocum 
succeeded him, serving until 1862. Then William J. Armstrong was principal for a year; then, Jere- 
miah Slocum for a year, and then Ira S. Baker. The principal of the Franklin was William Drake; 
a year later Albert G. Lane succeeded to the position and continued until his election to the county 
superintendency in 1869. George A. Low was principal of the Washington but he was succeeded 
the next year by B. R. Cutter, who served in that capacity until his death, June 17, 1875. The 
principal of the Moseley was Bradford Y. Averill until 1859, then Samuel A. Briggs, until 1863, then 
Jeremiah Slocum until July 1, 1870. Henrj- M. Keith was principal of the Brown School until 1859, 
then S. H. White served until he went to the Peoria County Normal School in 1868; he was followed 
by J. K. Merrill. The Foster School principal was G. W. Spofford who, in 1870, was succeeded by 
O. T. Bright, who in 1874 went to the Douglas School and won fine repute in a service there of several 
years. The principal of the Ogden School was Appleton H. Fitch who was succeeded in 1859 by 
George W. Dow. Two years later John E. Kimball was principal and served two years. F. S. Hey- 
wood became principal in 1863. Ann E. Winchell appears in 1858 as principal of a branch of the 
Jones School. 

The great fire of 1871 may well serve as a division line between the earlier and later history of 
the schools. Fifteen school buildings, ten of which were the property of the city, were burned. Not- 
withstanding the loss of so many buildings, the schools were interrupted but two weeks. This is 
not the place to dwell upon the scene of desolation that was presented to the spectator after the 
destruction had ceased. The writer has a vivid recollection of the pitiful situation. Although it 
was a manifest calamity to great numbers, the city's recovery was little short of marvelous. 
Indeed, the fire was not without its advantages. 

After the fire the teachers were divided into four groups and were taken on as rapidly as places 
could be found for the schools and in the following order: 1. The homeless. 2. Those who had 
others dependent upon them. 3. Those who must support themselves. 4. Those who had friends 
that could provide for them. It was a time that called for self-sacrifice. All rose to the occasion. 

The following brief extracts are from the Report of the President of the Board of Education for 
the year ending June 28, 1872: 

"The old landmarks of youthful Chicago were represented, in school parlance, by the Jones, 
Dearborn and Kinzie school buildings. When built they were models of their kind, and for a long time 
were looked upon by the outside world as monuments of the folly and extravagance of the School 
Board." He then contrasts the more modern buildings that had been erected and that were the pride 
of the city and that had accommodations for ten thousand children. "All of these were in one day 
and without warning swallowed up by the devouring flames. The thousand pupils and more than 
one hundred teachers were turned into the streets, without home or shelter, and the most beautiful 
and wealthy portion of the city became a barren waste. 



488 THE EDUCATIONAL HISTORY OF ILLINOIS 

" In that dark day, when it seemed that our schools must close for want of money, and the Board 
of Trustees were disheartened, our teachers met in the hall of the Skinner School, and removed from 
us the burden, without a dissenting voice. They said in language eloquent, because of its earnestness, 
'We are ready, willing, and cheerfully tender you our services to continue the schools until the close 
of the year, regardless of compensation.' And with willing hands and cheerful hearts they assumed 
their duties." 

In the Report of the Board for 1875 appears an appreciation of Ben. R. Cutter, for seventeen 
years principal of the Washington School, 

"Few men possess the power of control to such a degree as did Mr. Cutter. In the midst of what 
might seem to a stranger as inextricable confusion, a word would secure the most perfect order. It 
was not necessary for him to hold his school constantly subject to set rules, for the power of control 
was so consciously held by him that the rules were not needed. 

"His absorption in his work was complete. He had no other interest than that of his school. 
His methods were peculiarly his own. The results of his work were always satisfactory." 

Mr. Cutter was well known by the down-state schoolmasters, for he was a constant attendant 
at the State meetings. He is recalled with great pleasure by not a few of the veterans. 

In 1880, when Mr. Howland came to the superintendent's office, the city was using seventy-three 
buildings, twelve of which were rented. There were 958 teachers and 63,141 pupils enrolled. 

Interest always attaches to those who have been building a system and who, by their long service, 
have given it its characteristic features. 

Here are some of the long-service teachers that greeted Mr. Howland : 

George P. Wells became a teacher of Latin in the High School in 1860. He was now the principal 
of the West Division High School. His service had not been continuous for the twenty years but the 
interruptions had not been long. Jeremiah Slocum, now the principal of the South Division High 
School, entered the service of the city in March, 1863. Samuel Willard, a teacher in the West Division 
High, came to the old High School in 1870. Charles F. Babcock, principal of the Holden School, 
dated back to 1862. Henrv H. Belfield, principal of the North Division High, began in 1866. O. T. 
Bright, principal of the Douglas School, already had a ten-year record. Hattie M. Butterfield, prin- 
cipal of the Pearson, had been in the service fourteen years; Louise S. Curtis, principal of the Cottage 
Grove, twelve years; Electa E. Dewey, principal of the Calumet avenue, sixteen years; Tammie E. 
Flowers, principal of the W. Fourteenth street, seventeen years; Jennie E. Gillespie, principal of the 
Garfield, eleven years; Elsie H. Gould, principal of the Vedder street, twenty-three years, approxi- 
mateh-; James Hannan, principal of the La Salle, eleven years; George W. Heath, principal of the 
Ogden, nine years; Frank S. Heywood, principal of the Lincoln, eighteen years; Alfred Kirk, principal 
of the Mosele^^ nearly fifteen years; Luella V. Little, principal of the Foster, thirteen years; Eliza 
Lundegreen, principal of the Wicker Park, eighteen years; Jeremiah Mahone3^ principal of the Wash- 
ington, sixteen years; Alden N. Merriman, principal of the Hayes, twenty-one years; Albert R. Sabin, 
principal of the Kinzie, eight years; Jeremiah Slocum, principal of the South Division High, seven- 
teen vears; Emily M. C. Stevens, principal of the Scammon, nine years; Corydon G. Stowell, princi- 
pal of the Newberry, ten years; Henry A. Van Zwoll, principal of the Dore, nineteen j^ears; Frank 
B. Williams, principal of the Marquette, thirteen years; Hattie N. Winchell, principal of the Eliza- 
beth street, sixteen vears; Ella F. Young, principal of the Skinner, eighteen years; Oliver S. Westcott, 
a teacher in the North Division High, twelve years, and the Assistant Superintendent, Mr. Delano, 
more than twenty-two years. 

We have seen the beginning of something approximating a s'S'stem with the erection of the Dear- 
born School, in 1844. When there were four districts with a building in each, Chicago was proud 
of her educational facilities. In 1911 there were 274 schools with an enrollment, including the high 
schools, of more than 300,000 pupils. 

The quaint little Jones School, on Harrison street, is a type of the best schools of that early 
period. It is worth a visit that one may see the past. The modern grammar schools are, by compari- 
son, nothing short of palatial. The liberality of the city woald have seemed the wildest extrava- 
gance to the Chicago of 1860. 



THE EDUCATIONAL HISTORY OF ILLINOIS 489 

SPECIAL SCHOOLS. 

One of the most interesting aspects of educational administration in Chicago has been the per- 
sistent poHcv for many years to reach all classes of children. In 1910-11 provision was made for 
blind pupils in four elementary schools and three high schools. This unfortunate class labors 
under a handicap that appeals to all. Their instruction is not difficult, but special appliances 
are essential to their progress and the necessity of separating them from the seeing pupils is 
too obvious to need anything more than a mere statement. The plan has now been in operation 
some ten years. 

The deaf children have also had their infirmity recognized and special classes have been organized 
for them. This plan has also been in operation for several years. 

The crippled children have been cared for with tender consideration. Their transportation from 
their homes to the school has been in operation for several years, beginning in 1870. 

Within the last two years open-air schools have been organized for the benefit of those who have 
indicated tuberculosis affection. The experiments thus far undertaken for their benefit are extremely 
encouraging. 

Attention has alread}^ been called to the Parental School and its fine equipment. It indicates the 
earnestness with which the city is endeavoring to rescue the submerged element and convert it 
into a reliable citizenship. 

The establishing of a Juvenile Court marks a new method of treating the j^oung that have violated 
the citv ordinances, often, doubtless, with slight conception of what they were doing. A volume 
might be written upon the beneficent work that has been accomplished since the courts joined the 
school in a persistent attempt to reform boys and girls instead of sending them to the city Bridewell, 
where their only associates were of the criminal class. 

Free evening schools ware first organized in the winter of 1856. The sessions were held in the 
West Market Hall, on West Randolph street, three evenings each week. They were under the charge 
of Daniel S. Wentworth, Principal of School No. 3 (Scammon). The city furnished the hall, and the 
teachers, who were from the day schools, gave their services. The total enrolment for the session 
was 208 with an average attendance of about 150. 

Nothing further was done until the winter of 1863. A term of three months began in the Dear- 
born School on January 8. Men attended on Monday, Wednesday and Friday evenings and women 
on the other evenings. The enrolment was 294 males and 189 females. The average attendance 
was about half of these numbers. The cost for teachers was $389. The school was reopened Novem- 
ber 6 for a four months' term. The enrolment was more than 700; the average attendance, 186; 
the cost, $767.10. 

In 1864 an appropriation of $5,000 was made for these schools. This enabled the Board to enlarge 

the scope of the schools, one being opened in the Franklin, North Division, one each in the Dearborn 

and the Haven in the South Division, and one each in the Washington and Foster in the West Division. 

These schools were continued until the fire and were then suspended until 1873. They were then 

resumed and have been continued ever since. 

The first Evening High School Class was formed in the fall of 1868, by Selim H. Peabody, then 
teaching in the High School. They were continued until the fire, when they were interrupted until 
1874. Detailed statements with respect to cost and other particulars down to 1878 may be found 
on page 79 of the Report for 1878-9. 

The first kindergarten was established by Mrs. E. W. Blatchford, in 1863. For several years it 
was the only one in the city. The Froebel Association, the Free Kindergarten Association, and the 
Chicago Kindergarten College were successively organized to promote the movement. In 1892 
there were ninety kindergartens, with an enrolment of 3,392 children. The city furnished the rooms 
but these associations furnished the teachers. The city adopted the system the sam.e }-ear and ten 
kindergartens were authorized. The student of this aspect of education will find ample details as 
to its development in the successive reports of the Board. 



490 THE EDUCATIONAL HISTORY OF ILLINOIS 

MANUAL TRAINING. 

The manual training idea began to trouble the waters in the early eighties. There has been for 
many years an organization in the city that without making much fuss about it has a way of doing 
things for the promotion of the general welfare. The Chicago Commercial Club began to discuss 
the question and that meant that something positive in the way of action would happen. On the 
25th of March, 1S82, there was a meeting in which there was a free expression of the sentiment of the 
members. At the close of the meetings subscriptions were called for and in a few minutes the secre- 
tary reported a fund of $57,000. Soon after, the fund was increased to $100,000. A committee con- 
sisting of Marshall Field, R. T. Crane, O. W. Patten, E. W. Blatchford, N. K. Fairbank, John W. 
Doane and John Crerar prepared a careful report on the situation. On the 30th of December, 1882, 
an organization was effected by the appointment of the above committee and Edson Keith and George 
M. Pullman as a Board of Trustees. A building was soon erected on the northeast corner of Michigan 
boulevard and Twelfth street. H. H. Belfield, principal of the North Division High School, was 
selected as principal and the Chicago Manual Training School began its career of remarkable useful- 
ness. It continued as a separate institution until it became a part of the equipment of the University 
of Chicago. 

The city could not escape the responsibility thrown upon it by the action of these public-spirited 
men. The enthusiasm created by the work of Dr. Belfield and his associates bore its legitimate fruit. 
But there were members of the Board of Education who denied the legal power of that body to expend 
the money of the people for such an institution or for that kind of school work. 

As early as 1881, the president of the Board, in the annual report, stated that there should be at 
least three fully equipped institutions for manual training, but he regarded the situation as offering 
the gravest difficulties, as the children lacked time to do little or anj-thing more in the schools than 
to acquire the elements of an English education. Furthermore, the law would not, in his opinion, 
warrant the Board in making expenditures in that direction. 

In the Report for 1883, Superintendent Rowland suggested the advisability and practicability 
of opening a few rooms and equipping them with tools and instructors so that children could go to 
them for mechanical instruction some hours each week. In his report for 1884-5, he again refers to 
the subject and makes a plea for manual training. It is not a vigorous championing of the cause, 
but it shows that this lover of the humanities had an open mind for new ideas. 

In 1885-6 a room was furnished with benches and tools and some of the high-school pupils were 
permitted to nibble at the new educational diet. It consisted of carpenter work and freehand and 
mechanical drawing. Soon wood turning, patternmaking, modehng, moulding, and casting of soft 
metals were added. The results were not satisfactory, and in 1890 the matter was put into better 
shape by organizing an independent school, where time enough was given to the work to make it of 
some consequence. 

This was the English High and Manual Training School. Its course was three years in length 
and was sharply differentiated from the other high schools in the subjects studied. For several years 
a manual-training department had been maintained at the old Central High School building, and 
high-school pupils were permitted to go there for instruction in the afternoons. Out of this beginning 
the new school developed A discussion of its work may be found in the Report for 1891. Its first 
principal was James F. Claflin. He opened the school in September, 1891. His death occurred 
shortly after. His successor was Albert R. Robinson. 

Training for boys in the higher grammar grades was attempted through the generosity of Mr. 
R. T. Crane, who in January, 1891, equipped a basement room in the Tilden School, at a cost of 
about $2,000, and employed a teacher to conduct the work. Bench work in wood was selected and 
fifteen classes of twenty-four boys each were selected from the two highest grammar grades of six 
schools. They received an hour and a half of instruction each week. 

The Chicago Evening t^ost donated a somewhat similar equipment for the Jones School and the 
, city employed a teacher. Mr. Crane added a similar equipment for student teachers. Further 



THE EDUCATIONAL HISTORY OF ILLINOIS 491 

details may be found in the Report for 1S9S. It must suffice here to say that from this beginning 
the work spread rapidly until it has practically covered the city. 

In 1903-4 Mr. R. T. Crane came again to the promotion of manual training. The building is 
located at Oakley avenue and Van Buren street, and became the home of the boys who were formerly 
housed in the old High School on the West Side. By this noble gift to the city Mr. Crane has forever 
identified himself with one of the greatest educational schemes any municipality has ever undertaken. 

The introduction of sewing into the lower grades of the grammar schools occurred in 1892. 
Special teachers were indispensable for the proper conduct of this work and the first exam- 
ination for such work took place in September, 1891. It is interesting to follow the evolu- 
tion of the modern school as it gradually won to its support those who but a few j-ears ago character- 
ized these systems of instruction as "fads." Manual training, sewing, cooking, care of the house, 
and all of the various subjects that cluster about the general designation of "Hand Work," are now 
represented in practicalty all of the schools. 

MUSIC. 

In December, 1841, a meeting of the school inspectors and a committee appointed for that pur- 
pose was held for the consideration of the propriety of introducing instruction in vocal music into 
the public schools. The matter was referred to the Commoi Council and, in consequence, the first 
teacher of vocal music in the city, Mr. N. Gilbert, was appointed in December, 1841, at a salary of 
$16 a month. 

In the following year he was reappointed for six months longer at $400 per annum, "payable 
when the tax was collected." In July, 1845, the courage of the council gave out, as the city was 
too poor to employ the teacher longer. In 1846, the inspectors reported to the council that the 
children were very fond of the music and as the city could not employ a teacher permission was granted 
to a teacher to give the instruction, the children consenting to pa}' for the same. 

January 1, 1848, Mr. F. Lombard was appointed teacher of music at a salary of $250 for the 
remainder of the ^^ear. In 1850 an appropriation of $400 was made for instruction in music. Mr. 
Lombard was elected as teacher in the four schools. In 1852 the salar}' was increased to $500. Mr. 
Lombard continued as teacher until December, 1853. He was succeeded b}' several in their turn, 
the salary rising to $1,000, until 1860, when music was discontinued. Three years later the Board 
appropriated $500 for instruction with the understanding that the balance of the cost should be paid 
b}' subscription. Mr. Charles Ansorge was appointed teacher of music in the High School, the Board 
contributing $50 a year toward his salary. This was the year in which Mr. Orlando Blackman began 
his work in the elementary grades at a salar)' of $450. In 1864 his salary was raised to $1,400. In 
1865 Mr. Edward Whittemore devoted part of his time to music instruction. These men worked 
together until June, 1875, when Mr. Whittemore resigned and Mr. Blackman assumed charge of the 
music and so continued for man}' years and until the close of his life. 

DRAWING. 

Drawing was not regularly a part of the instruction of the schools until 1869. It did not approve 
itself to the Board, and was discontinued after the first year. The following fall the authorities 
reinstated it, but in times of financial stress it was interrupted ; but the interruptions were usuallv 
brief and it has held its place quite continuously. It is a matter of regret that a matter of so much 
importance may not be detailed far more completely. 

GROWTH AND EXPENSES OF THE SCHOOLS. 
The following table gives some interesting statistics: - Total 

Year. Population. Enrolment. Teachers. Salaries. Expenditures. 

1840 4,479 317 4 $1,700 $2,000 

1845 12,088 1,051 9 2,277 4,413 

1850 29,963 1,919 21 6,037 



492 THE EDUCATIONAL HISTORY OF ILLINOIS 

Total. 

Year. Population. Enrolment. Teachers. Salaries. Expenditures. 

1855 80,000 6,820 42 16,626 16,546 

1860 109,200 14,199 12.3 50,000 70,000 

1870 300,000 39,000 537 414,655 527,741 

1880 491,500 60,000 900 583,000 662,000 

1890 1,208,600 135,500 2,711 1,468,000 3.696,000 

1900 2,000,000 255,861 5,806 4,813,000 6,300,000 

1910 334,564 6,258 7,115,000 9,180,000 



The salaries of the early teachers were very low. As late as 1860 teachers in the grades received 
from $250 to $375. Head assistants were paid from $400 to $450. Principals of primary schools 
received from $450 to $500. Principals of buildings were paid $1,000. As we have seen, the super- 
intendent's salary at first was $1,500. 

The advance in salaries was slow but persistent. In 1872 the Superintendent received $4,000; 
the Assistant Superintendent, $2,400; Teachers of Vocal Music, $2,200; Principal of High School, 
$2,500; Male Assistants, after second year, $2,200; Female Assistants, $1,000; Principal of Normal 
School, $2,500; Principal of School of Practice, $1,200; Female Assistant, $1,000; District School 
Principals, after the second year, $2,200; Head Assistants, after the second year, $1,000; Female 
Assistants, after the second year, $700. ■ 

In 1911 the showing is as follows : Superintendent, $10,000; First Assistant, $6,000; District 
and Assistant Superintendents, $4,000; Examiner, $3,400;- Director Child Study Department, $2,800, 
Assistant, $2,300; Special Teachers of Art, $1,800; of Music, same; Supervisor of Physical Education, 
$3,500; of Manual Training, same; of Household Arts, $3,000; of the Blind, $2,000. 

Principal of the Normal School, $5,000; Heads of Departments, from $2,400 to $2,700; Instruc- 
tors, from $1,500 to $2,300. The teachers in the grades received from $650 to $1,200 

Those desiring to make detailed studies in city salaries will find the annual reports full of admirable 
material 

SUNDRY HAPPENINGS. 

<*■ 
Interesting events worthy of narration are constantly occurring. So brief a sketch can do little 

with them nor can it do justice to individual workers. 

In the reports of the early seventies may be found the judgments of special committees that were 
appointed to pass judgment on the work of the teachers in the high schools, as manifested by the 
examinations of the pupils. A candor in judgment is often manifest and one wonders if accuracy 
were another qualit}'. 

In 1872-3 the half-day scheme was tried. It was necessitated by lack of school buildings. It 
was highly approved for a time, but it had its day; perhaps it would be better to sa}^ its half-day. 
At the same time the corporal punishment question came up and the infliction of ph^-sical pain was 
regarded as a relic of barbarism. By a vote of the teachers it was banished from the schools. 

A highly condensed history of the schools ma}^ be found on page 30 of the Report for IST^. 

Special Funds, to the number of fourteen, have been established bv philanthropic citizens, begin- 
ning with the Moseley Fund, in 1856; the Foster Medal Fund, in 1857; the Jones Fund, in 1858; the 
Newberry Fund, in 1862; the Carpenter, Holden and Burr Funds, in 1868. The others are later 
benefactions. 

For many years the cit)- spent large sums of mone}^ for the teaching of German in the elementary 
schools. The matter was often discussed, but the German element was strong in the city and the 
fondness for the mother tongue kept the subject on the programs until within a few years ago. 

Vertical writing came in about 1893-4 and remained for several years and then departed, fol- 
lowed by the maledictions of some who were anxious for its adoption. 

In 1894-5 the question of Teachers' Pensions began to be discussed. It had no rest until the 
present system was finally organized and put into operation. 



THE EDUCATIONAL HISTORY OF ILLINOIS 493 

The two reports that appeared while Dr. Andrews was superintendent contain matters of the 
greatest importance. The first contains the elaborate report of Dr. W. S. Christopher, a member 
of the Board of Education. 

The subject of the report was Child Study and Scientific Pedagogy. Dr. Christopher was assisted 
by Victor Campbell, a principal in one of the evening schools, and by Mr. Fred Smedley, a teacher 
of Child Study in the University of Chicago. The reader must be referred to the annual report for 
1S99 for details. There are twentj'-nine tables covering results of examinations on seven points in 
several of the city schools. 

In consequence of the excellence of this work the department of Child Study was established 
and Mr. Smedley was placed in charge. To the great regret of all who were conversant with his 
work he was not permitted to continue it. A long illness resulted in his death. He was succeeded 
in 1902 by Daniel P. MacMillan, 

The second report in this administration contains more of Mr. Smedlej^'s work. It covers eighty 
pages and is of the greatest value to students of education. 

In December, 1897, Mayor Harrison appointed an Educational Commission composed of men 
of education and superior intelligence. Its chairman was the distinguished President W. R. Harper, 
then a member of the Board of Education. It held meetings in various parts of the country and 
invited specialists in school matters to its councils. 

The work of this body attracted the attention of the school men and received their warmest 
praise. A bill embodying the results of their deliberations was presented to the General Assembly, 
but it shared the fate of a large part of the efforts that have been made to improve the School Law 
of Illinois. 

The administration of Mr. Cooley is memorable in the annals of Chicago for several features of 
especial importance. Most notable is the abolition of the system of political "pulls" that had cursed 
the city for many years. For the purpose of basing promotion on merit a scheme of promotional 
examinations was devised, involving a systematic course of study. It failed to meet the approval 
of the teaching body, however, and was abandoned. 

The present days of the city sj^stem are its happiest days. For the first time in many years 
peace reigns within the educational borders of the metropolis. The fear, entertained by some, that 
the men teachers would not be loyal to the woman placed in authority over them proved to be ground- 
less. She has the profound satisfaction of realizing that this condition is not alone due to a chivalric 
sentiment, but more to the recognition of the singular ability with which she is meeting the demands 
of her arduous task. 



494 THE EDUCATIONAL HISTORY OF ILLINOIS 



GHAPTTR XXI. 
' THE DEVELOPMENT OF A FEW TYPICAL SCHOOLS 

BLOOMINGTON. 

BLOOMINGTON is one of the oldest of the smaller cities. It had its begin- 
nings at about the same time as Chicago. Previous to the passage of the law 
of 1855 it had no public schools. There were private schools and they con- 
tinued for some years after that time, for the public schools were inferior in quality. 
In 1857 the legislature granted the city a special charter providing for the organ- 
ization and control of the schools. The bill was prepared by Hon. Owen T. Reeves, 
who was long a practicing attorney in the city, after a most honorable record of several 
years on the Circuit bench. The' law provided for a board of seven members having 
the entire control of all matters of public education. The first board was elected 
the first Monday in April, 1857, and succeeded five boards of directors in control 
of the five school districts in the town. 

As soon as the board had organized, a resolution was adopted calling for the 
erection of four school buildings, as soon as the finances would permit. An estimate 
calling for a five-mill tax was sent to the city council. The city council declined to 
make the levy on the ground that the tax was excessive. The Board of Education 
immediately called to its assistance a Springfield attorney, Abraham Lincoln b}^ 
name, who soon convinced the city council of its error. The levy was made and 
the first building was erected the following year. 

The members of this first board were C. B. Merriam, O. T. Reeves, R. O' Massiner, 
E. R. Roe, Eliel Barber, Samuel Gallagher and Henry Richardson. Although all 
of these men have passed away, their names, with the possible exception of two, are 
household words in the city. 

The following are the names of the successive superintendents with their terms: 
D. Wilkins, 1857-9; Gilbert Thayer, 1859-60; Ira Bloomfield, 1860-1; C. B. Merri- 
man, 1862-3; J. H. Burnham, 1863-4; John Monroe, 1864-5; John F. Gowdy, 1865-7; 
A. H. Thompson, 1867-8; S. M. Etter, 1869-73; S. D. Gaylord, 1873-4; Sarah E. 
Raymond, 1874-92; E. M. Van Petten, 1892-1901; J. K. Stableton, 1901. 

Several of these names have been encountered in this history. Daniel Wilkins 
was one of the founders of the State Teachers' Association and was the first county 
superintendent of McLean county. Ira Bloomfield was a brigadier-general in the 
War of the Rebellion. J. H. Burnham was one of the early graduates of the Normal 
University and was a gallant officer in the war and is a highly respected and very 
influential citizen of Bloomington. A. H. Thompson was a brother-in-law of Major 
Powell, was with him in his explorations and was his most valuable assistant in his 
subsequent work in Washington. S. M. Etter was for four years Superintendent 



THE EDUCATIONAL HISTORY OF ILLINOIS 495 

of Public Instruction. Sarah E. Ra^'mond, now Mrs. Fitzwilliam, was connected 
with the schools of Bloomington for twenty-four years. She taught in all of the 
grades, was a grammar-school principal and was elevated to the superintendency 
after a service in these various capacities for six years. She held the highest position 
for eighteen years. At the beginning of her administration there were fifty-seven 
teachers, all women; at the close there were seventy-eight, three of whom were men. 
Under her management the course of study was greatly improved from A-ear to year ; 
new buildings were erected to take the places of the old ones and to accommodate 
the increased population ; she did a great work and is still living and retains a warm 
interest in the Bloomington schools. 

Mr. Van Petten was superintendent for nine years. He brought into the schools 
those improved conditions that were attracting the attention of the school men of 
the country. The two features that were his especial contribution were the semi- 
annual promotions and the system of special supervisors instead of supervising prin- 
cipals. 

In 1901 J. K. Stableton came from Charleston, Illinois, to the superintendency 
of the schools. A few men who w^re deeply interested in the success of the system 
knew of the phenomenal work that Mr. Stableton had done. His intense enthu- 
siasm, his absorbing interest in childhood, his remarkable success in getting the chil- 
dren into the schools and keeping them there, the corps spirit that he had aroused 
among his teachers and the response of the public to his efforts had determined 
them to do what they could to bring him to Bloomington. 

Bloomington is peculiarly fortunate in the character of her school board. One 
man, a lawj-er, Horatio G. Bent, long the president of the board, has given his efforts 
with a single-mindedness rarely equaled and never surpassed. Mr. Bent must have 
been looking about for an opportunity to do his city a noble service and must have 
decided that the schools presented the best field. No labor has been too great too 
daunt him. His name should be written large in the educational annals of the 
State as that of a model board member. He and the other members of the board, 
and several of them have been and are kindred spirits, have cordially seconded the 
efforts of Mr. Stableton to produce a highly successful system of schools. 

In the last six years especially there has been a gradual evolution of the course 
of study. The beginnings made in Manual Training, in Domestic Science and 
Domestic Art, have developed and to-day these subjects are as well cared for as any 
part of the school work. The department of Art or Drawing has been brought into 
such close touch with the department of Manual Training that the two together 
may as well be called Manual Arts. The high school is equipped with suitable labor- 
atories for the work in Domestic Science and Domestic Art, and for Manual Training 
and woodwork. It also has one of the best-equipped business departments in the 
State. ^ 

The work of beautifying the school grounds and of supptying the playgrounds 
with various kinds of play apparatus has given to the city some of the most beautiful 
school grounds to be found anywhere in the State as well as some of the ver}^ best- 
equipped playgrounds. 

So great is the interest in furnishing ample school grounds for each school that 



496 THE EDUCATIONAL HISTORY OF ILLINOIS 

the Board of Education purchased additional properties adjoining the school gi-ounds 
and converted them into playgrounds. 

Every precaution is taken to preserve the health of the children. The build'ngs 
generally, have fan ventilation. At every intermission the windows of the school- 
rooms are opened and the rooms are flooded with pure air. Once a month each of 
the buildings is thoroughly fumigated with formaldehyde. If a child should be taken 
sick with a contagious disease his building would receive an additional fumigation. 
Pencils, scissors and other materials belonging in common to the pupils are placed 
in a fumigating box at the close of each day and subjected to a strong charge of 
formaldehyde fumes. A vacuum cleaner has been placed in one of the buildings as 
an experiment and has proved so satisfactory that each of the buildings will be so 
equipped. Arrangements are made for a visiting nurse and for medical advice. 
With the consent of the parents the teeth of the children in some of the grades have 
been carefully examined, and with the assistance of the Associated Charities all needy 
children are cared for so that not a single child is out of school for lack of clothing, 
food, or home. 

The next move is the erection of a high-school building commensurate with the 
needs of the city, the present building having been outgrown. In brief, the city 
is a community in which the people are proud of their schools and are happy to 
cooperate with the board, the superintendent and the teachers in further developing 
their efficiency. 

CAIRO. 

At the lower extremity of the State is the capital, of Eg\-pt, the river city of 
Cairo. When Charles Dickens visited America he got some of his most vivid impres- 
sions of the new world from the experiences that he encountered while visiting that 
part of the great West. Early as was his visit he could have found the ubiquitous 
school. There is in existence a history of the city which was published in 1910 and 
written b}' Hon. John Lansden, a resident of prominence. This volume contains 
a chapter on the schools of the city. 

It is there stated that the population of the city ranged from less than one hundred 
to two thousand in the period from 1836 to 1842. The schools were supported by 
the contributions of the parents ot the children in attendance. Since the year 1853 
the development has been recorded in the minutes of the proceedings of the school 
boards. The following quotation is from Mr. Lansden 's history: 

At the commencement of the vear (1853) there was no schoolhouse, and the first step was to 
apply to the legislature for the privilege of using the interest on the funds obtained by the sale of the 
school lands above town for the erection of a building. On the 10th of February of that 3'ear the 
permission was granted. On the 21st of May the voters assembled and held their meeting. The 
resolution authorizing the erection of a building to cost not more than S.500 was unanimously adopted ; 
on the 31st of May a building twenty-five by forty-five feet and twelve feet high was contracted for, 
which was to cost $570. On the 27th of August a contract was made with Charles T. Lind to teach 
the school for one year for §625, paj-able quarterly, he to furnish the fuel and to insure the house for 
one year. 

The original building still stands where it was erected and has been almost continuously in ser- 
vice until recently. 



THE EDUCATIONAL HISTORY OF ILLINOIS 497 

The first superintendent of schools was E. A. Angel, who had charge of the schools but one year 
— 1865-6. In 1866 E. P. Burlingham was elected as his successor. Mr. Burlingham had been serv- 
ing as principal of the grammar-school department of the Normal training school for one year and 
was called to Cairo at a large advance in salary. Mr. Burlingham was a brilliant teacher and put 
the Cairo schools upon a substantial footing. He served until 1869 and left teaching to engage in 
business. 

The superintendents from 1869 to the present time are as follows: 1869-70, Joel G. Morgan; 
1870-1, H. S. English; 1871-2, W. H. Raymond, 1872-81; George G. Alvord; 1881-2, M. Bigley; 
1882-3, E. S. Clark; 1883-6, B. F. Armitage; 1886 to the present, Taylor C. Clendenen. Mr. Clen- 
denen is therefore one of the oldest of the superintendents in continuous service in any one Illinois 
city. He has been permitted to direct affairs quite in his own way and the schools, in consequence, 
have steadily improved in character. 

AURORA, EAST SIDE. 

Schools supported by private subscription were taught by various teachers in Aurora, beginning 
in 1834 on the East Side and in 1836 on the West Side. During the same period there were occa- 
sionally supported "select" schools for secondary instruction. 

In 1851, the East Side district was organized by a special act of the legislature. In the same 
year a two-story frame building was erected and a free s'chool established with Mr. Merwin Tabor 
as the principal. This was four years before the free school law was passed. Three years later this 
school was enlarged and three more were built. Principal Tabor was succeeded b}* F. H. Van Liew. 

The first graded schools were organized on the East Side, in 1855, under the principalship of 
P. C. Heywood. He was succeeded by W. F. Nichols, who had charge of the schools for six months. 
In 1864, W. A. Jones was elected superintendent of the schools. It was a red-letter day for Aurora. 
He was a man of remarkable ability. He introduced into the schools the newly imported methods 
of the Oswego, New York, Normal School, which had introduced to this country the ideas that had 
been worked out by Pestalozzi in his epoch-making reforms in Switzerland. It was at this time that 
the Center building was erected at a cost of $70,000. The first class completed the high-school course 
in 1868. 

In 1869 the Brady building was erected at a cost of §35,000. Its first principal was J. H. Free- 
man. Mr. Jones was called at this time to the presidencv of the Indiana State Normal School, at 
Terre Haute. He won marked distinction in the management of that celebrated institution. From 
that time to the present it has followed substantiallv the lines of development laid down by him. 

Mr. Jones was followed by William B. Powell, of Peru. He was another of the great school- 
masters of Illinois. His work at Peru had attracted the attention of the school people. In his schools 
there many of the notable reforms of the later period were antedated. Mr. Powell remained in 
charge of the Aurora schools for sixteen years. In 1872 he established a city training school for the 
preparation of teachers for the grade work of the city. This was one of the early institutions of its 
kind. 

In 1871 Thomas H. Clark became the principal of the high school. He was a most interesting 
and skilful teacher and gave to his school notable repute. He and Mr. Powell united their energies 
to make Aurora famous as an educational center. Mr. Clark died in 1SS3. In 1885 Mr. Powell 
was called to the superintendency of the schools of Washington City, where he remained for many 
years. His death occurred in 1903. Rev. N. A. Prentiss was promoted from the head of the high 
school to the head of the schools as a successor to Mr. Powell. 

Mr. Prentiss was succeeded in 1889 by Joseph H. Freeman, who was called from the position 
of Assistant State Superintendent to the headship of the schools. Under his administration there were 
marked changes in management. Supplementary^ reading for the children effected a reform in the 
teaching of that subject. The natural science work was greatly extended and a special teacher of 
music was employed. There was as great a change in the methods of discipline, the modem ideas 
having taken the place of the harsher methods of the earlier period. The school and the home were 
brought into a closer and more sjonpathetic relation. 
32 



498 THE EDUCATIONAL HISTORY OF ILLINOIS 

The training department was discontinued in 1892, and Miss Emma J. Todd, who had been with 
the schools for twenty-three years as teacher, supervisor and teacher in the training department, 
withdrew from the schools to devote her energies to literary work. 

In 1893 a new high-school building was erected and E. G. Cooley was the first principal to con- 
duct its affairs. In 1896 Mr. Freeman resigned to become for a second time Assistant State Super- 
intendent of Public Instruction. He was succeeded by C. M. Bardwell, superintendent of the Canton 
schools. Mr. Bardwell has been called to other cities of greater population but East Side Aurora 
has always checkmated the efforts to get him away by promptly meeting all financial inducements 
that others offered. 

Mr. Freeman has long been a worker in the schools of Illinois. He is now living in delightful 
retirement in Aurora. He was born in Poland, Maine, May 13, 1841. In 1860 he entered the Maine 
State Seminary, in Lewiston. In 1862 he enlisted for nine months in the 23d Maine Volunteer 
Infantry and was elected 2d lieutenant, his regiment being assigned to picket duty and engaged in 
the defense of Washington. On leaving the army at the end of his term of enlistment he reentered 
the seminary, which had been merged into Bates College. In the winter of 1864-5 he reenlisted and 
became captain of Company H, 14th Maine Volunteer Infantry, which he commanded until the 
close of the war. He returned to college and received the degree of M. A. in 1866. He had taught 
from time to time meanwhile, and in 1866 went to Leland, Illinois, as principal of schools. He 
remained there until called to the Brady school as noted above. In 1870 he was called to the super- 
intendency of the Polo schools, where he remained until 1874. In the fall of that year he was elected 
principal of the Denver High School, but on account of ill health in the high altitude he remained but 
a single year, going to his old home in Maine for recovery. While there he taught for a time in a 
private school but was recalled to Polo as soon as he was able to resume work. He filled out a 
part of a year at Streator Tovraship High School but was back at Polo from 1876 to 1879. While 
there he was made mayor of the city, and thus looked after the grown-up folk as well as the children. 

In 1879 he served as president of the Illinois School Principals' Society and the same year was 
called to the West Side schools of Aurora. He remained there until called to assist Superintendent 
Edwards in the State office, as has been stated on a previous page. In 1889 he went back to East 
Aurora, where he remained until called by State Superintendent Inglis to aid him in the administra- 
tion of the State office. We have seen his appointment to the office of State Superintendent after 
the death of Mr. Inglis. He served as assistant to Mr. Bayliss until July 1, 1902, resigning tO succeed 
Frank Hall as Superintendent of the School for the Blind. In 1907 he asked for release and retired 
from a long and most honorable service as a teacher and administrative officer. 

He was president of the State Teachers' Association in 1893 and served twice as president of the 
Illinois Schoolmasters' Club. In 1907 he was appointed a member of the Board of Directors of the 
Aurora Public Library, and in 1909 he was made a member of the Illinois Library Extension Com- 
mission, both of which positions he still holds. 

Captain Freeman is a member of the First Congregational Church, in which he serves as deacon, 
and since his return to Aurora has been superintendent of its Sabbath-school until the present year. 
For the past thirty-two years he has been a member of Aurora Post, No. 20, G. A. R., having served 
as Commander four terms. He was formerly Master of M3rstic Lodge, A. F. & A. M., in Polo, and 
has been a member of Aurora Commandery, No. 22, K. T. , for the past thirty-two years, having served 
two terms as Commander. 

Captain Freeman was married, August 25, 1867, to Mary A. Stone, Unity, Maine. To them 
six children have been bom, of whom four are living. Grace is at the head of the history department 
of the West Side School in Aurora and three sons are in business. 

AURORA, WEST SIDE. 

This district was organized in 1862. A two-story stone building was erected the same year, 
a school beginning in it the following Januarjr, temporarily under the charge of Rev. Theo. N. Mor- 
rison, who substituted for a few weeks during the illness of Principal John J. Jewett. In the next 



THE EDUCATIONAL HISTORY OF ILLINOIS 499 

eight years there were four principals, as follows: Messrs. Parrish, Hunt, Waterman, Parrington. 
Mr. Parrington resigned to enter the arm}^ and was followed by W. W. Wilkie. 

Mr. Wilkie regraded the schools, making eight grades below the high school, and brought the 
system to a high grade of efficiency. In 1868 Frank H. Hall began his term of management, as has 
been mentioned elsewhere. When he went to Sugar Groye in 1875, L. M. Hastings succeeded him. 
We have seen how Mr. Freeman came to the schools in 1879 and remained until 1886. Drawing 
was introduced and the way prepared for related branches of industrial training.. An industrial 
exhibit that was given in 1886 gave a marked impulse to work of this character in the schools. 

When Mr. Freeman went to Springfield, in 1886, Charles Riley succeeded him. Two years later 
Frank Hall came back to the schools and remained until 1890, when he went to the School for the 
Blind. He was followed in turn by Mr. A. V. Greenman. 

Aurora has been peculiarly blessed in her superintendents. Mr. Greenman maintained the 
traditions. He was a progressive, earnest educator, who gave much attention to the subject of child 
study. He was an inspiration to his teachers, to his community and to every organization with 
which he was connected. He endeavored to ground all teaching in the nature of the child. He 
introduced the study of nature into the elementary grades of his schools. He was alike interested 
in the youngest and the oldest. He knew no higher and no lower in the various grades; all were 
equally significant in the unfolding life of the child. 

Superintendent Greenman died on the 6th of October, 1909, having served his school district 
a little more than nineteen 3^ears. In his death the school lost an ideal superintendent, and the city 
and State a pure-minded and progressive citizen. The purity of his life, the exalted quality of his 
ideals, his genial, sunny nature, his ringing laugh, his clear conception of the function of the school — 
all of these united to form a character at once so engaging as to give him a rare and delightful promi- 
nence among the teachers of the State. His untimely passing was most sincerely deplored by all 
who had enjoyed the privilege of an acquaintance with him. 

In January, 1910, Mr. C. E. Douglass entered upon the duties of superintendent. He has met 
the high expectations and demands of the people of his district. 

Year by year the courses of instruction on both sides of the river have been enriched by new 
studies so correlated with the old as to meet the modern demands. Each district employs special 
teachers in drawing, music, manual training and domestic science, exceptionally good work being 
done in all of these subjects. Recently a visiting nurse has been employed on the East Side, from 
whose work laudable results have been secured. The high schools rank among the best in the State. 
A new building, costing about $250,000, is now approaching completion on the East Side. Intimate 
relations subsist between the schools and the public library. 

*GALESBURG. 

The Board of Education of Galesburg has done a thing for which all students of the evolution of 
a system of schools are grateful. This is nothing less than the publication of the history of the schools 
under their charge. The author of this interesting volume is Dr. W.L.Steele, for the last twenty- 
seven years superintendent of the city schools. The following brief article derives its information 
from the pages of this book. 

It is probable that the first district was organized in 1840, when the village of Galesburg num- 
bered 272 souls. As the population increased, this district was subdivided, from time to time until 
there were eight districts, each having its board of directors and a little schoolhouse of one depart- 
ment. In 1858 they were united into a single district, comprising the territory within the present 
limits of Galesburg and known as the Union Graded School District No. 1. At this time the city had 
acquired a population of nearly 5,000. 

The first building was erected in 1840. Mr. Eli Farnham was the first teacher to occupy it, as 
he taught there the winter of 1840-1. The school was in session from four to six months each year. 
Professor George Churchill was a student there the first j^ear and taught there in the winter of 1848-9, 

*Galesburg Public Schools : Their History and Work. 1861-1911. By William Lucas Steele. 



500 THE EDUCATIONAL HISTORY OF ILLINOIS 

when a sophomore in college. He received a dollar a day and got his meals by the "boarding around" 
project, sleeping at home. One of his pupils that winter was Mary Allen West. The school buildings 
of this period were of very inferior quality, a local paper declaring in 1856 that "our present school 
pens should be sold for coal houses." It should be remembered that free schools were not popular 
in those early times. 

The schools depended for their support upon the interest of the fund secured by the sale of the 
school section. As this fund amounted to about $5,500 and as the interest rate was ten per cent it 
is obvious that the income was about $550. The indiiference of the people with regard to public 
schools is not to be taken as an indication of their interest in education, however. Here and there 
were earnest advocates of a development of an excellent public system, but the interest seems to have 
centered in the institutions for higher education in their midst and reliance was placed in the academies 
maintained by these institutions for the education of the children. In addition to these schools there 
were several select schools with large patronage. These were hostile to the public-school idea as the 
growth of the letter meant their decay. Some of them were taken over for public purposes when the 
tim.e came for the organization under the law of 1855. There were, then, the colleges, the private 
schools, the unwillingness of the rich to be taxed and the jealousy of the several districts cooperating 
against the free-school idea. 

Dr. Steele gives to Professor Churchill the credit of uniting these discordant elem.ents into a har- 
monious movement for free schools and therefore declares him to be the father of the s^^stem. He 
sa3rs of him : 

"He was endowed by nature and qualified by training for the part he took in this great work. 
At ten vears of age he came with his parents to Galesburg in 1839 — three years after the first settlers. 
He attended the first pubUc school taught in Galesburg, in 1840-1. He taught the same school in 
the winter of 1848-9, while a sophomore in college. After graduating from Knox College, he taught 
a vear in Farmington. He then spent a year in Europe, devoting much of his time to the public 
schools of Germany — especially to the Frederick William Gymnasium, a graded school of four thou- 
sand students from seven to seventeen years of age. He said it was here that he first imbibed his 
enthusiasm for graded public schools. Full of this spirit he returned to Galesburg and took charge 
of Knox Academy in 1855 — the very year the free-school law was passed. In the winter of this year 
he attended the State Teachers' Association at Bloomington. He met Dr. Bateman there and came 
home with fresh enthusiasm, and began writing articles for the Galesburg Free Democrat, to show the 
advantages of graded schools and a consolidated district. 

"In 1856 he read a paper on German schools at the State Teachers' Association, in Chicago. 
Henr}' Barnard, who was present and heard this paper, at once became interested in the young man 
from Galesburg; and there was no other man in this country, engaged in public-school work, whose 
friendship could be so valuable to one in Professor Churchill's position, wrestling with the problem 
of organizing and grading a system of schools." 

The editor regrets the necessity of abbreviating this interesting record. It must suffice to say' 
that Professor Churchill arranged with Mr. Barnard for the loan of one of his Connecticut lieutenants 
for a six weeks' campaign — Mr. W. S. Baker, who was to receive $100 and his board for his labors. 
Mr. Baker visited the schools, talked to the teachers and the children, called public meetings which 
he addressed, made a house to house visitation and talked to the people, and thus aroused a favorable 
pubhc sentiment. Professor Churchill boarded him and paid half of his salary. Mr. Baker's visit 
was followed by another from Horace Mann, the greatest educator America has produced. He gave 
two lectures and the cause was won. 

The effect of Mr. Mann's visit was felt for many years. The plan that he pressed upon the Board 
and the people was carefullj^ followed in quite minute details. An incident- of his visit was a call 
with Professor Churchill upon Mr. Silas Willard, by request of the latter. Mr. Willard was smitten 
with a fatal disease and was near his death, but he especially requested an interview with the great 
educator. At the close of the conference Mr. Willard promised to provide in his will for a gift of 
$30,000 for the erection of a union graded-school building. Mr. Willard was faithful to his promise, 
but for some reason the conditions were not fulfilled. 



THE EDUCATIONAL HISTORY OF ILLINOIS 501 

Although the date must be determined inferentially, it is quite beyond doubt that the eight 
districts were consoHdated in May or June, 1858. It was determined that a special charter should 
be secured from the legislature for the organization and management of an excellent system. A bill 
was introduced, but it encountered unexpected opposition from certain sources and did not become 
effective until June, 1861. 

The cohsolidated district — No. 1 — elected a board of three directors in September, 1859; they 
were George Churchill, A. B. Campbell and J. H. Knapp. This board at once organized a svstem 
of graded schools consisting of four departments: primary, secondary, grammar and high. There 
had been eight ungraded schools in the eight districts, each with one teacher. In these eight build- 
ings the primary and secondary schools were placed with eight teachers in charge. The schools were 
opened on September 19, 1859. The grammar and high schools were opened nine days later in rented 
rooms. There was an enrolment of 859 children in the course of the year and 60 of them were in 
the high school. Galesburg, therefore, had one of the earliest of the high schools. Mrs. Trvon, the 
proprietor of a private school, seems to have been taken with her pupils into the high school. She 
had immediate charge of the A grade. Miss Nettie Smith had charge of the B grade, and Mrs. Ken- 
dall of the C grade. 

The charter was adopted on June 30, 1860, but because of a provision respecting the election 
of the board it did not go into effect until June, 1861. The union graded schools were continued for 
another year, Mr. R. B. Guild acting as superintendent and seventeen lady assistants filling the 
other positions. It was still necessar\' to clinch the " free " feature of the charter, but that was finally 
done on July 9, 1861. 

The Board of Education authorized by the charter was elected on the 3d of June, 1861, and 
organized for business on the 11th of the same month. It consisted of six members, the mayor being 
president. The members were Chauncy S. Colton, first ward; Edwin Post, second ward; David San- 
bom, third ward ; George H. Ward, fourth ward ; Clement Leach, Jr., fifth ward ; R. P. Sage, sixth ward. 

Mr. Guild was continued as superintendent of the schools at a salarv of $700 for the year. The 
women in the high school received $6 a week and the others $5. 

Beginning with June 30, 1862, there was a period of twelve years which Dr. Steele characterizes 
as the period of collegiate control. It will be remerabered that this is the home of Knox College. 
It would be expected that its faculty would contribute a controlling influence to the Board of Educa- 
tion. The town itself was a college enterprise. 

In 1862 Mr. Junius B. Roberts was elected superintendent of schools, a position which he held 
for twelve years. He was a capable and scholarly man and was active in the teachers' gatherings of 
the State. He is well remembered b}^ the surviving members of the "old guard." 

The first building erected by the new board was built in the summer of 1862 and cost $435. The 
money was borrowed at 12 per cent interest. George Churchill became a member of the Board in 
1863. A fine building in harmony with the suggestions of Horace Mann had been the dream of the 
city ever since his visit. Its cost so far discouraged the friends of education that they feared to sub- 
mit it to popular vote. At last the die was cast and to the astonishment of the leaders there were 
but sixteen votes against a $40,000 bond issue in a total vote of approximately one thousand. The 
building was occupied on the first Monday of 1867. The total cost of building, equipment and grounds 
was about $60,000. This achievement in popular education was enough to give to the little cit}^ 
a most conspicuous place among the cities of the State. 

Mr. Roberts began with a salar}^ of $550. It was increased almost yearly so that in 1871 he 
was receiving $1,800. We have seen what the women received at first. Such a condition could not 
long continue. The salary question was an ever-present topic. In 1863 there was an increase of 
$1 a week. In 1864 there was another sniall increase. In 1865 the pay had reached $8 a week all 
around. 

The high school under the charter was opened on October 14, 1861. It occupied only a single 
room for some time. The superintendent acted as its principal until June, 1868, when Edward Hayes 
became principal at a salary of $1,200 a vear. The next year Mrs. Sarah M. McCall succeeded him 
at a salarv of $60 a month. She served for seven vears. 



502 THE EDUCATIONAL HISTORY OF ILLINOIS 

The color question brought some trouble to the school people in 1863. The charter had excluded 
negroes. A separate school was provided for them and was taught by Mary Allen West, a woman 
of the rarest qualities and afterwards prominently identified with education in Illinois. She was 
a teacher in Galesburg the first year under the charter. In 1872 the separate school was discontinued 
and the colored children were admitted without distinction to all of the schools. 

Mr. Roberts resigned in 1874 and was succeeded by Matthew Andrews, Superintendent of Schools 
of Macomb. Mr. Andrews remained with the schools for eleven years. He was an admirable man 
and won the warm regard of the teachers and the people. He was of a type quite in contrast with 
that represented by Mr. Roberts and had his troubles at first, but happily was equal to them. He 
became principal of one of the district schools in Chicago and found it less agreeable than he had 
hoped. He returned to Galesburg some years later and served for a time as county superintendent of 
schools. 

In 1885 W. L. Steele was appointed to succeed Mr. Andrews. At the close of the present school 
year (1911-12) he will have served the people of Galesburg for twenty-seven years. On pp. 214-15 
will be found a summing up of the changes that have occurred in the long period of his incumbency 
of the honorable office that he has filled so acceptably. 

"While all of the buildings save one have been erected, enlarged or remodeled at a cost of approx- 
imately $400,000, the high school and the heating plant were its chief addition to the physical equip- 
ment. The installation of sanitary closets in place of the unhealthful and demoralizing outhouses, 
mechanical ventilation, automatic temperature control, the method of admitting light into the school- 
rooms, the drinking fountains and the school nurse were its contribution to sanitation. No serious 
attention was paid to sanitation before 1888. The introduction of music, drawing, physical training, 
manual training and domestic science came in this period ; as also supplementary reading, the removal 
of the fetich of examinations, and the articulation of the schools with the jDublic library by means of 
the Children's Reading Room. During this period, also, the average enrolment of pupils in a room 
was reduced from 48 in 1885 to 41 in 1910; the maximum salary in the grades was raised from $55 
to $70, and a training school for teachers was established. The inauguration of the elective system 
and the development of the high school into an institution adapted to the needs of the many who 
wish to prepare themselves for the manual, mechanical and commercial pursuits of life, as well as the 
relativeh^ few who desire to prepare for college, was the most distinctive work of the period." 

An interesting exhibit of tax levies reveals the growth of expenditures. The increase is from 
$22,000 in 1885 to $144,000 in 1910. 

The Galesburg High School holds a unique position in Illinois. In 1895 all of its courses were 
made elective. This was a radical departure from the traditions. There is no space to present here 
the full statem.ent of the case. The inquiring reader is referred to the histor5^ It is enough to sa}^ 
that Superintendent Steele was called to account by his pedagogical brethren. From the fact that 
within two years after the adoption of the elective system the building had to be more than doubled 
to accommodate the applicants while there was no material change in the enrolment in the grades 
it must be concluded that som.ething had happened. In 1910 approximately twenty per cent of the 
enrolment was in the high school. Two courses are maintained, a three-year course and a four-year 
course. Much objection was raised by the colleges to this arrangement, but all fair-minded people 
must conclude that Superintendent Steele has the better of the argument. The College Associa- 
tion saw it in the same way when conditions were made clear to the members. When a high school 
in a city of 25,000 people enrols 767 pupils and graduates 150 pupils a year it is evident that it 
meets the wants of the boys and girls. 

The principals have been as follows: Edward Hayes, 1868-9; Mrs. Sarah M. McCall, 1869-75; 
Mrs. Mary Gettemy, 1875-95 ; Frank D. Thompson, 1895-1909; Arthur W. Willis, 1909. Mr. Thomp- 
son's salary was advanced to $2,500 and Mr. Willis is on the wa}- to similar emoluments, having reached 
the $1,800 mark in 1910. 

The Training School was opened in September, 1888. Only those candidates were admitted 
to this department whom the Board expected to appoint as teachers should they prove to be competent. 
Applicants were required to have a certificate from the county superintendent and to be appointed 



THE EDUCATIONAL HISTORY OF ILLINOIS 503 

by the Board. Each year from four to seven were thus selected. They were paid a salar}^ of $20 or 
$25 a month according to their preparation. They were given a year of instruction and practice 
teaching. Miss F. LilHan Tajdor has had charge of this work from its inception. 



DECATUR. 

The schools of that city may be said to date from 1851, when on the 26th day 
of July the people, acting under the law of 1849, held an election at which a tax of 
one mill on the taxable property of the district was levied by a majority of twelve 
in a total vote of forty-two. This money was not to be devoted to the running of 
the school; it was for the purpose of repairing " the brick schoolhouse and furnishing 
the same." The second levy was in 1854. As soon as the school law was passed, 
in 1855, a tax of five mills was levied. In 1856 a building was erected and was 
opened in the fall of 1857. The principal was J. H. Remsberg, and his assistants 
were David L. Btmn and Miss Helen E. Parsons. In 1860, August 20, fourteen 
teachers were elected. The highest salaries were paid to two principals — $400 ; 
another teacher, a man, received $300; a fourth teacher, principal of the primary 
room, received $270. Three other gentlemen received $240 each and seven ladies 
received $180 each. This principal of the primary room was to remain in the employ 
of the Board of Education of the city for forty-seven years. After the board of 
directors had provided for its successors all of the members resigned. 

As there was but one school building and as the population was rapidly increas- 
ing, the basements of the churches were rented and a few other rooms were secured, 
the teachers getting on as well as they could under such trying circumstances. 

In the fall of 1861 D. C. McCloir was made principal of the Big Brick school. 
He was unable to manage the children, as the boys took matters into their own 
hands and attended or not as they chose. The assistants were called upon for 
assistance, but they declared their independence of the " man upstairs," and cour- 
teously but firmly declined to go to his assistance. It was obvious that something 
better in the way of an organization was necessary. 

In July, 1862, it was decided to elect a principal for all of the schools who should 
also be the principal of the high school. Enoch A. Gastman, who had been in the 
employ of the Board for two years, was selected for the position at a salary of $480 
for a term of six months. 

Mr. Gastman was a graduate of the Illinois State Normal University, in the 
class of 1860 — the first class. Another member of the class was Miss Frances 
Peterson. She also went to Decatur to teach in the high school in 1862, at a salary 
of $30 a month. In the same year Mr. Gastman was promoted to the superinten- 
dency of the schools and was also made principal of the high school. Not long after, 
Mr. Gastman and Miss Peterson were married. Mrs. Gastman did not long survive 
their marriage. 

In 1862 it was determined to erect an additional house and arrangements were 
made for the levy. In view of the tmsettled condition of things it was thottght 
advisable to defer the levy, first securing the needed site and then hoping for better 
times. The following year the house was erected. It was a one-stor}^ structure 



504 THE EDUCATIONALHISTORY OF ILLINOIS 

and now forms a part of the Wood Street School. It was built up to the street line 
for the supposed convenience of the children. 

In 1865 it was deemed necessar}^ to organize the city in a more effective way 
for the development and support of the schools, so a charter was secured from the 
General Assembh^ This gave ample powers to the school authorities and under 
the management of Mr. Gastman the schools have kept pace with the growth of the 
city. The management was always careful and wisely conservative. Buildings 
were erected as thej^ were needed and generally so constructed that they could be 
added to without loss b)^ the destruction incident to enlargement. Salaries were 
advanced from time to time so that places in the Decatur schools were regarded as 
desirable. 

Mr. Gastman resigned in 1907 and was succeeded by H. B. Wilson. The latest 
addition to the Decatur equipment is a fine high-school building. 

This incomplete sketch must suffice. The volume from which the statements 
have been taken will be sought by students of the modern student. 

If space permitted it would be interesting to add to this record accounts of the 
development of the educational systems of other Illinois towns. Those studied are 
characteristically typical. 



THE EDUCATIONAL HISTORY OF ILLINOIS 505 



CHAPTER XXI. 
GRADED HIGH SCHOOLS. 

FOR many years after the admission of Illinois to the Union the people were 
dependent upon private schools for secondary education. After the passage 
of the school law of 1855 some of the schools extended their courses of study 
above the eighth grade and called this extension a high school. As the law has 
made no provision for any high schools except the township high schools, all others 
rest for their legalit}^ upon the decision of 1874. 

But the matter of public seminaries for secondary instruction was in the minds of 
the leaders as early as the meeting of the Illinois Educational Convention in Vandalia, 
in 1834. It will be remembered that the temporary secretary of this convention 
was Stephen. A. Douglas. In an address to the people with regard to public educa- 
tion it was suggested that a portion of the school fund should be devoted to the 
maintenance of seminaries for the preparation of teachers and also to afford oppor- 
timities for ambitious young men and women to enlarge their culture without the 
necessity of going from home to college. 

In a memorial to the legislature from the same body it was urged that the State 
should appropriate an annual sum for the support of at least one academy in each 
county. A bill was prepared and introduced into the legislature for the establish- 
ment and maintenance of county seminaries, the office of which should be the encour- 
agement of higher branches of education and the preparation of teachers for com- 
mon schools. It is needless to say that nothing was done in the matter by the 
law-making power. When it was impossible to secure proper elementary schools 
the more advanced schools would not be considered. The memorial may be found 
in full in the School Report for 1885-6. 

The first free public high school in Illinois was organized by Newton Bateman. 
In 1851 he opened the West Jacksonville District School with four departments, 
the highest being a high school. This high school had a course of study that fitted 
for college. Some time before the passage of the law of 1855 this school became free 
in all departments. 

The Peoria High School was the second of the free high schools to come into 
being. It was opened in June, 1856, with Charles E. Hovey as principal. This 
school was three months in advance of the Chicago High School, of which mention 
has been made. 

The Decatur High School was opened on September 22, 1862. The first prin- 
cipal was Enoch A. Gastman, who was also the superintendent of the city schools. 
His onl}^ assistant was Mrs. Gastman, nee Frances Peterson, a classmate of Mr. 
Gastman in the Illinois State Normal University. The school was conducted at 



506 THE EDUCATIONAL HISTORY OF ILLINOIS 

first in one of the rooms of a grammar-school building. The next year it was removed 
to the basement of the Baptist Church, where it remained for the next six years. 
In 1868-9 a building was erected at a cost of about $30,000. 

The Galesburg High School was opened October 14, 1861, with R. B. Guild, 
the superintendent, as principal. It held its sessions at first in the old Academy 
building and remained there for four years. It was then removed to the Baptist 
Church, where it held half-day sessions for a year and a half, when it was moved into 
the High School, January, 1867. It was some time before it occupied more than 
a single room. 

The high school found no place in the reports from the State Education Depart- 
ment until the passage of the act for the establishment of township high schools. 
In his report for 1871-2 Dr. Bateman discusses the new creation and expresses great 
expectations of what it is to do for the children. In 1874 it had become numerous 
enough to merit a place in the statistical tables. For the year 1873, 106 are reported. 
It is probable that many of these were not properly designated, but it is clear that 
the movement was well begun at that time. It is possible that several were estab- 
lished in the sixties, but information with regard to the matter is not now available. 
Four were added the next year. ' In 1875 the number was reported as 133, but in 
1876 the number dropped back to 110. It is not likely that any of the schools had 
been discontinued, but the term " high school ' ' began to be more distinctively defined, 
and some of the schools that had been included tmder the term were then excluded. 
This also explains the further reduction of the number in 1877 to 103. In 1878 the 
number is reported at 128. In 1890 there were 204, including the township schools ; 
in 1900, 311 ; and in 1910, 509 are reported. These numbers exclude those schools 
that have less than a three-year course. 

In the great majority of cases the high school is preceded by eight years of work 
in the elementary grades. The Decatur schools have for many years promoted the 
seventh grade graduates to the high school. It is the testimony of the managers 
of the school that the children are able to hold their own and graduate in four yekrs 
more. Further, these pupils have been followed to the higher institutions and their 
success there seems to be indistinguishable from that of the twelve-year pupils. 

These schools have established themselves in the esteem of the people and have 
received generous treatment at the hands of taxpayers. In Chicago they are splen- 
didly housed and amply furnished. In many of the cities they are equally sup- 
ported. The Galesburg High School has won wide repute on account of the 
success that has attended the elective system, in which it is unique. Rockford, 
Peoria, Bloomington, Springfield, Danville, Quincy and a number of the smaller 
cities have taken especial pride in the development of their secondary schools. By 
a system of accrediting many of them are so related to the higher institutions that 
their graduates are admitted upon presentation of their diplomas. 

These schools in their earlier history greatly resembled the old New England 
academies whose main function was the preparation of boys for the colleges. With 
the growth of interest in natural science there was a falling off in the study of the 
htimanities. Large numbers of these schools are now fitted with manual training 
shops for the boys and not a few have added domestic science and art for the girls. 



THE EDUCATIONAL HISTORY OF ILLINOIS 507 

Agricultural courses have also developed within recent years and the high school is 
now asserting itself as an independent institution, seeking not alone the good of the 
prospective college student but of all classes. 

*TOWNSHIP HIGH SCHOOLS. 

The establishment of the Princeton High School was due to the educational 
zeal of certain citizens of Princeton. The movement began in the autumn of 1865. 
April 23, 1866, an election was held, in consequence of which a site of ten acres was 
selected and a board of three directors was chosen. The board organized April 30, 
and issued provisional bonds that were guaranteed by certain public-spirited citizens. 
A contract was executed for a building that was to be completed in time for school 
to begin in September, 1867. There was a fear, however, that the proceedings 
might not be sustained under existing laws, hence a bill was introduced into the leg- 
islature legalizing all proceedings. It became a law January 28, 1867. To provide 
for the future the school was incorporated by an additional act, approved February 
5, 1867. By this act the township was constituted a school district for high- 
school purposes. A board of five trustees was given all necessary power to organize 
and conduct the school. 

The first principal was Henry L. Boltwood, a graduate of Amherst College. 
There were three female assistants. Mr. Boltwood remained with the school eleven 
years, leaving to become the principal of the Ottawa Township High School when 
it was established in 1878. He remained at the head of that school for five years 
and was then called to the head of the Evanston Township High School, where he 
remained until the close of his life. 

In 1872 the school law was revised and in Section 35 provision was made for the 
township high school. The details of the section may be found in the present law. 
This is the only high school specifically recognized by the law. In 1904 a decision 
of the Supreme Court declared that "Any district may establish and maintain a high- 
school department." This renders unnecessary any legislation to validate the 
school. 

The Jefferson Township High School w^as the second of the schools of this char- 
acter. Its first principal was J. B. Fams worth. It was annexed to Chicago with 
the town of Jefferson. It was established in 1869. 

In 1874 the Lake View Township High School was established. There were no 
buildings within a half mile of the school, but the houses soon sprang up around it. 
In 1889 it was taken into the city of Chicago. Its first principal was A. F. Night- 
ingale. 

In April, 1874, a school was established at Tolono. It was unfortunately located 
and dissensions arose that resulted in the closing of the school. From the contro- 
versy a decision of the Supreme Court emerged that placed the township high school 
on a sure foundation. A. C. Palmer was the first principal and served for three 
years. In 1879 the law was so amended as to provide a method of discontinuing 
this class of schools. 



*The material in this article is obtained from a sketch of these schools by Edward Bangs, Assistant State Super- 
intendent, appearing in the Twenty-fifth Biennial Report of the Department of Education. 



508 THE EDUCATIONAL HISTORY OF ILLINOIS 

The Streator ToMmship High School was the fourth; it was established in 1875. 
Until 1887 it occupied an old bank building. It then went to the Methodist church, 
where it remained until 1882, when it went to its permanent home, erected, furnished 
and donated by Col. Ralph Plumb, at a cost of $50,000. This building proving 
inadequate to accommodate the growing school an addition was btiilt in 1902. 
Another attempt was made to kill the township high school, but the courts amply 
sustained it. 

The Ottawa school was estabhshed in 1879. As has been stated, Mr. Boltwood 
Avas called from Princeton to take charge of it. In 1873 the Evanston school was 
established and Mr. Boltwood became its first principal. Then followed Nauvoo, 
in 1873, but there was an interim of several years before other schools were added. 
Then came Lyons, in 1888; Highland Park in 1890; Taylorville the same year; 
Pontiac in 1894, and twenty-two more in the next ten years. The first principal of 
Nauvoo was W. F. Sloan; of Taylorville, A. C. Butler; of Pontiac, J. E. Bangs. 

The article cited contains much additional information respecting this type of 
school. The Report of the Depai-tment for 1875-6 contains further details respecting 
the early history of Princeton and also an extended report from Mr. Nightingale 
respecting the Lake View School. 

In 1911 the number of township high schools was seventA-one. Nearly all of 
these schools are well equipped and are well supported. The}^ have proven to be 
very popular with the people and the number will be greatly increased within the next 
few years. 

THE CONSOLIDATED SCHOOLS. 

Within recent years the country school has attracted a degree of attention alto- 
gether unusual. That neglected member of the educational famih- for many years 
got on as best it coiild with little of the fostering care of the State Department of 
Education. With the election of Alfred Bayliss to the superintendency there was 
a change of policy. One of his reasons for seeking that office was a firm belief in 
the possibilities of improving the means of education which were offered to the 
country boys and girls. In consequence, he began a crusade in their behalf as soon 
as he had donned his official robes. 

In discussing the topic, " The Rural Schools," in his first biennial report, he sets 
over against each other the advantages and disadvantages of town and rural schools 
and makes a good case for the latter. Among them he finds many weak schools, 
however, and the problem of their betterment engages his attention and warm 
interest. The readiest relief seems to lie in a system of consolidated schools with 
the transportation of the children who live at an uncomfortable walking distance. 

Desiring information with regard to schools of that character he visited Ohio, 
where the experiment had been made, and reported the results of his inquiry. This 
beginning of the movement elicited warm interest, and thoughtful country people 
began to reflect upon the wisdom of trying in Illinois what had proved to be very 
satisfactory in Ohio. Superintendent Bayliss therefore recommended such legis- 
lation as would make it possible for communities to consolidate weak and adjoining 
districts and transport the children at public expense. It ma}' as well be said at 



THE EDUCATIONAL HISTORY OF ILLINOIS 509 

this point that there have been repeated attempts to secure from the legislature the 
legal power to carry out this recommendation, but all such bills have thus far met 
with inglorious defeat. 

In the northern part of the State lies the county of Winnebago. For several 
years they have had the wisdom to keep in the office of county superintendent O. J. 
Kern, an educational enthusiast and especially an enthusiast for country schools. 
He, too, investigated the Ohio plan, and went home with a confirmation of the 
practicability of the idea. He went to his people and told them about it and, in 
consequence, matters were soon moving toward the finiition of his hopes. 

The first movement toward consolidation was in Februar}^, 1899, when the citizens of Seward 
and vicinity invited 0. J. Kern, superintendent of schools of Winnebago county, to deliver an address 
upon the subject of "Township High Schools." This was with a view of organizing such a school 
at the village of Seward, which is a small station on the Illinois Central Railroad, fifteen miles from 
Rockford. The address was delivered Februar}^ 22, 1899, the superintendent taking the position 
that what was needed at Seward was npt a township school, but a consolidation of a number of the 
outlying small district schools. The idea was not well received at the time, only one or two expressing 
assent to the position taken by the superintendent. 

Sentiment grew, however, and in March, 1903, petitions looking toward consolidation were 
circulated in three districts. In district 90, thirty-seven favored and twelve opposed the project; 
in district 91, five favored and twelve opposed, and in district 9.3, twenty-one favored and five opposed. 

Thus was originated the first consolidated district, covering exactly one-third of the township, 
which is six miles square. It contains, therefore, twelve sections of 7,680 acres of land, with an assessed 
valuation of 1146,315. As real estate is assessed at one-fifth cash value this indicates that the total 
property of this district, real and personal, is not far from one million dollars. 

A few days after organization, by a vote of thirty-eight for and fifteen against, the people voted 
to bond the district for $7, 000. for ten years' tim.e at four per cent, and to erect a modern schoolhouse 
large enough for present and prospective needs. A little later, by a vote of forty-seven to one, a site 
of 3.6 acres of land was purcha.sed for $1 ,000. Plans were drawn and contracts let for a 16,000 building. 

An excellent building was erected and the grounds were decorated in accordance with the plans 
furnished by students of the State University. 

The building was dedicated January 30 with appropriate exercises. School opened the Monday 
following, with an attendance of 103 pupils, fifteen of whom were non-residents who will pay tuition, 
leaving eighty-eight as representing the attendance from the three consolidated districts. It is a 
significant fact that the total registration of the three abandoned districts during the entire previous 
year was only seventy -nine, yet here upon the first da}^ upon the opening of the consolidated school 
eighty-eight young people presented themselves, a gain of nine the first day as compared with the 
total registration under the old plan. This school will do all of the work attempted by the abandoned 
schools and two years of high-school work in addition. 

More than to anyone else credit is due to Superintendent Kern, not only for the achievement 
at Seward, but for the sentiment of the county, which will proceed to organize other schools. 

This school was so immediately successful that an additional teacher was soon employed. 

This first effort was followed in April, 1904, by two other groups of four districts each, in Win- 
nebago county. 

THE BUNCOMBE CONSOLIDATED SCHOOL. 

The second consolidated school in Illinois was dedicated on Friday, December 
15, 1905, at Buncombe, Johnson county. This consolidation joined two districts 
and part of a third. The assessed valuation of the consolidated district was $53,194. 
A good, four-room building, with basement, library room and cloak rooms, with a 



510 THE EDUCATIONAL HISTORY OF ILLINOIS 

large yard, took the place of the old-fashioned one-room school; 143 pupils were 
enrolled, fifty-three in the primary, forty-five in the intermediate and forty-five in 
the higher grades. Three teachers were employed and it was clear that a fourth 
would be necessary A'ery soon. 

State Superintendent Bayliss was present and made an address suitable to the 
occasion. It must have been a source of great satisfaction to that generous spirit 
to see such tangible evidence of the progress of the cause to which he had given so 
much effort. President Parkinson, of Carbondale, was another of the speakers. 

THE JOHN SWANEY CONSOLIDATED SCHOOL. 

For many vears there has been the warmest interest in the qualit}' of their schools 
manifested by certain districts in Putnam county. This little county has the dis- 
tinction of being the smallest in the State. It contains within its narrow limits, 
however, a most admirable body of people. They are well-to-do and are not afraid 
to spend money for the education of their children. Their teachers are selected with 
the greatest care and are paid excellent salaries. Magnolia township has long 
been very much alive to the inadequacy of the ordinary one-room school, and when 
the consolidated school idea began to attract attention the people of that to'RTiship 
became immediately interested. In the spring of 1905, petitions were circulated 
in five districts, but the doubters were not quite ready to go with the enthusiasts. 
The following spring the friends of the measure tried it again and three districts 
indicated their readiness to proceed. The petition was submitted to the to^vnship 
trustees at their spring meeting, but for some reason they refused to grant it. An 
appeal was taken to the county superintendent, who reversed the action of the 
trustees and the consolidation was thus assured. 

An election of officers for the district resulted in the selection of three admirable 
men — Victor Kays, a Normal school and University graduate; W. B. Mills, and 
John Wilson. John Swaney, a farmer in the district, offered a twent^^-four acre 
tract of land for the site. By a vote of the people this offer was accepted and bonds 
were voted to furnish the money for the erection of the building. 

Work on the building was begun in July and arrangements were made to open 
the school in the September following. Three teachers were employed, arrange- 
ments were made for the conveyance of the children and, the building not being 
completed, school opened on September 3d. in one of the abandoned schoolhouses 
and the grange hall near by. Two wagons were used for the transportation of the 
pupils from the outlying districts. On January 21, 1907, the new building was ready 
for occupancy. 

It is a two-and-a-half-story brick building, containing four recitation rooms, 
two laboratories, a large auditorium, two library and office rooms, a boys' manual 
training room, a girls' play room, furnace room and cloak room. All are lighted by 
gas generated on the premises. The building is heated by steam and is furnished 
with running water supplied by an air-pressure s}'stem. 

The interest in the enterprise is indicated b}^ the donations to the school. In 
addition to the generous gift of the land by Mr. Swaney, other gifts to the amount 
of $2,000 were made. 



THE EDUCATIONAL HISTORY OF ILLINOIS 511 

A four-3''ear course, suitable for a school with an agricultural constituency, was 
arranged. It was not wanting in culture subjects, but its main lines are related 
to the occupation of its pupils. A few miles away is the village of Granville, where 
that momentous convention was held more than a half-century before and the first 
great blow was struck by Jonathan Turner and his friends for a university for the 
workingman. 

The first class consisted of five young women and five young men, and they 
received their diplomas in June, 1910. The university was open to them, as were 
the other institutions of higher culture. It is something that is good to see — this 
secondary school in a pure countr}- environment. 

The consolidated schools in operation at the time of the issuance of the last 
report of the State Department of Edrication are as follows : 

Buncombe, Johnson county. John Swaney, Putnam county. 

Congerville, Woodford county. Wasco, Kane county. 

Scottland, Edgar county. Youngstown, Warren county. 

Seward, Winnebago county. 

An additional school has been organized in Winnebago county, and six and a half 
districts have decided upon consolidation in the southern part of De Kalb county. 

THE ILLINOIS SOLDIERS' COLLEGE. 

At the close of the war the interests of the surviving soldiers and sailors were 
discussed by private, philanthropic citizens and by deliberative bodies. Various 
schemes were projected looking toward their welfare. The establishment of a State 
Home was considered, but at once the suggestion was made that these men, many 
of whom were young, would have no desire to pass their lives in idleness. The 
feeling of intense gratitude to these rescuers of a nation would have prompted a 
generous people to undertake anything in their behalf. Many of the soldiers cast 
about in search of an institution of learning in which the expense of board and instruc- 
tion would be so minimized as to come within their means. 

Some thoughtful mind suggested the advisability of a college that should offer 
to the soldiers and to their children an opportunity for education without charge for 
tuition or for board. The plan was laid before Governor Oglesby, Senator Trum- 
bull, General Grant and other leading men of the State, and it met their heartj^ 
approval. There was an equallj^ cordial response from the general public. There 
was a college building at Fulton that was available for a nominal price and it was 
by all odds the best opportunity in sight for the materialization of the project. The 
plant was offered for the purposes contemplated at a cost of $36,000 and in the 
spring of 1866 was fully paid for. The trustees, who were elected by the subscribers 
to the fund, organized under the general law of Illinois, appointed agents to canvass 
the State in behalf of an endowment and sustaining fund, and elected a president 
and faculty. 

The college was opened for the reception of students September 12, 1866. There 
were 168 students the first year and 250 the second. The legislature granted a liberal 
charter and made an appropriation for its assistance. The plan of organization 



512 THE EDUCATIONAL HISTORY OF ILLINOIS 

included a preparatory department, a commercial, a normal, a scientific and a classical 
department. 

The Board elected Leander H. Potter president. He was at one time a teacher 
in the Chicago High School, left it to go to the Illinois State Normal University as 
teacher of literature, and left there with the Thirty-third Illinois Infantry, known 
as the "Normal" Regiment. He became lieutenant-colonel of the regiment. He 
was a man of fine scholarship and was admirably fitted for the headship of the school. 

The school had a few years of fair prosperity, but the especial need of such an 
institution soon passed. It was conducted later as a private institution, but met 
with indifferent success. 

THE STATE TRAINING SCHOOL FOR GIRLS. 

This institution is located at Geneva. It was incorporated by act of the legis- 
lature June 22, 1893. The bill carried an appropriation of $75,000 for the purchase 
of a site and for buildings. Mrs. M. Wallace was chiefly responsible for pressing 
the matter upon the attention of the General Assembly. The institution was 
located at Geneva, May 19, 1894. Mrs. Julia Harvey is credited with that advocacy 
of the location which mainh' determined the result. A building was rented by the 
trustees while the peiTnanent home was preparing. This building was 3111 Indiana 
avenue, Chicago. It was furnished and equipped for inmates by the first of Jan- 
uary, 1894. 

The first Board of Trustees consisted of Mrs. Kennery, of Peoria; Mrs. W. D 
Kerfoot, Mrs. R. M. Wallace, Mrs. George A. Weiss, and Mrs. G. M. Hall, all of 
Chicago, and. Mrs. Julia Harve}^, of Geneva. 

In June, 1894, the building was completed and ready for occupancy. Mrs. 
Amigh had been appointed superintendent and began her work with twenty-six 
inmates. The attendance has increased to more than 900. Mrs. Amigh retained 
the superintendency for more than seventeen years. About the first of January, 
1912, she was succeeded by Miss Margaret M. Elliott. 

ST. CHARLES SCHOOL FOR BOYS. 

C. B. Adams, Superintendent. 

The State legislature, in 1901, enacted a law to establish a home for delinquent 
boys. Through the efforts, previous to this time, of Judge R. S. Tuthill, Nelson 
W. McLain, T. D. Hurley, and Henry E. Weaver, a school for boj^s was organized. 
In July, 1901, Governor Yates appointed a committee, consisting of Judge Tuthill, 
Mr. E. G. Keith, and Mr. B. E. Sunny, to select a site for the school. They selected 
the present site of the St. Charles School for Boys, and the money previous^ raised, 
amounting to $100,000, was used to purchase about 1,000 acres of land, which was 
donated by the organizers of the school to the State. 

The first Board of Tnastees was appointed b}^ the Governor, Jul}" 19, 1902, and 
consisted of the following persons: Richard S. Tuthill, Chicago; Henry E. Weaver, 
Chicago; J. Stanley Browne, Rockford; John W. Gates, Chicago; Robt. H. AUerton, 
Monticello; Timothy D. Hurley, Chicago; Mrs. Henry M. (Ellen M.) Rainey, Car- 
rollton. The first superintendent was Charles W. Hart. 



THE EDUCATIONAL HISTORY OF ILLINOIS 513 

The first boys were received in December, 1904, and were forty-three, from the 
John Worthy School, Chicago. The present population of the school is 460. The 
aggregate number of new boys received into the school up to this time is 1,490., 
These boys come from all walks of life. They are released on parole after a proper 
advancement, and a very large number of them have become good citizens. 

The institution now consists of twelve cottages for boys, four farm colonies, 
school building, hospital, kitchen, bakery, laundry, power plant, industrial building 
containing carpenter, blacksmith, tailor, printing and shoemaking departments; 
a large dairy, creamery, farm buildings, and a large gymnasium which was donated 
to the school by the Commercial Club of Chicago. 

Up to December 31, 1909, the school was under the control of a board of trustees, 
consisting of seven members: Benjamin Carpenter, Chicago; Stanley Field, Chi- 
cago; W. J. Conzelman, Pekin; Richard S. Tuthill, Chicago; Henry Davis, Spring- 
field; Timothy D. Hurle}^ Chicago; Mrs. Henry M. Rainey, CarroUton. 

On January 1, 1910, an act creating the Board of Administration went into 
effect. The Board of Administration consists of five members and also controls the 
sixteen other charitable institutions of the State. It is made up of the following 
persons: L. Y. Sherman, Springfield; B. R. Burroughs, Edwardsville ; F. D. Whipp, 
Springfield; J. L. Greene, Kankakee; Thomas O'Connor, Peoria. 

THE STATE REFORM SCHOOL. 

The State Reform School was established by law in 1867. One of its first trustees 
was Hon. S. W. Moulton, for ftiany years a member of the Board of Education of 
the State of Illinois. The Board appointed as superintendent George W. Perkins, 
who had been for some years superintendent of the Chicago Reform School. He 
resigned soon after and John D. Scouller was appointed as his successor and remained 
in that position until the institution became the State Reformatory, in 1891. 

The Board purchased 276 acres of land near Pontiac and this tract became the 
home of the school. Mr. Scouller was a faithful and efficient superintendent. He 
was not satisfied with the law under which the institution was operated and warmly 
recommended such an amendment as would convert the school from a prison to a 
genuinely reformatory institution. In 1891 the law was changed in such a way 
as to render possible a new and more efficient administration. Gen. B. F. 
Sheets, then a member of the State senate, was largely instrumental in securing 
the needed legislation. Governor Fifer, a most humane and efficient executive, was 
deeply interested in the project. General Sheets was made the first superintendent 
under the new organization and lent himself to the task of putting matters in order 
with great industry and efficiency. He continued to hold the position until Septem- 
ber, when he was succeeded by Maj. R. W. McClaughry, who had served the State 
in the capacity of warden of one of its prisons. No better appointment could have 
been made. Governor Fifer selected as a member of the Board of Trustees, Gen. 
Samuel Fallows, widely known as Bishop Fallows, of Chicago, and he has continued 
to hold the place until the present. The selection of such a man for so responsible 

33 



514 THE EDUCATIONAL HISTORY OF ILLINOIS 

a position was a voucher that the affairs of the institution would be looked after 
with extreme intelligence and faithfulness. 

Major McClaughry served the Board of Trustees until called to take charge of 
one of the national prisons. He was succeeded by M. M. Mallary, of Lacon. He 
held the position until 1910, when Judge R. A. Russell, long the county judge of 
McLean county, was appointed to succeed him. The institution is now in an admir- 
able condition. Details ma}^ be obtained from the reports of the officials. 



THE EDUCATIONAL HISTORY OF ILLINOIS 515 



CHAPTER XXII. 
SCHOOL JOURNALISM IN ILLINOIS. 

ENSLEY T. and C. Goudy began in January, 1837, to publish the first educa- 
tional journal in Illinois, probably the first in the Mississippi valley. It was 
entitled Common School Advocate, and was issued monthly. Only a printer 
like Goudy, who failed in many journalistic undertakings, would have had the courage 
to use labor, ink and paper, even, in publishing a school journal in Illinois at that 
time. There was no common-school system; there were no required qualifications 
for school-teachers, and there was a latent antagonism on the part of a large portion 
of the populace to an educational system which would entail taxation. " We appre- 
hend, " said S. S. Brooks, editor of the Jacksonville Gazette and News, in a notice of 
the Common School Advocate, "there is not sufficient intelligence among the mass of 
teachers in the State to appreciate the merits of such a work, nor interest enough 
taken by parents in the success of common schools, or in the education of their 
children, to induce them to extend, at the present time, an adequate support to the 
enterprise." The editorial labor was done by "a few literary gentlemen who, from 
their deep interest in this subject, generously voltmteered their services for one 
year without remuneration. " Samuel Willard ascribes the editorship to Rev. Theron 
Baldwin. But Brooks' pessimism seems to have been warranted, for the journal 
did not continue beyond the year. The failure of the Advocate was the fate of all 
educational journals, four in number, which had been established up to that time 
in the United States. The first was begun in 1818; the least unsuccessful lived ten 
years; others,, four, two and one, respectively. Considering the conditions the 
Common School Advocate had its due length of life.* 

The paper was published at Jacksonville. It is probable that the editorial 
assistance mentioned came from the faculty of Illinois College. The C. Goudy 
mentioned was Calvin Goudy, who was a member of the legislature twenty years 
later and aided greatly in securing the Normal University. He was also a member 
of the Board of Education of the State of Illinois for a number of years, and is well 
remembered by the writer as a most zealous school man. He has received mention 
elsewhere in this volume. 

Of this paper Mr. Pillsbury says: " The Advocate — eleven of the twelve numbers 
published are before me — was an 8-page quarto, 10 by 12 inches, three cohimns 
to the page, a part in long primer but the most in brevier, and both typography 
and presswork, as well as paper, being such as to be a credit to the publishers. The 
editors of school journals to-day would, I am sure, agree that the Advocate was ablv 

*Illinois Historical Collections, Volume VI. 



516 THE EDUCATIONAL HISTORY OF ILLINOIS 

edited. The character of the paper is well shown b}- a list of topics suggested in 
the first editorial to such as might write for the Advocate. 

" The same editorial urged also the importance of National and vState Secretaries 
of Education. This is the first mention that I have found of a State Superintendent 
of Public Instruction for Illinois." 

Dr. Willard says that "from May to September, 1841, E. R. Wiley, of Spring- 
field, issued the Illinois Common School Advocate, but this imdertaking proved 
premature." 

Respecting this paper, Mr. Pillsbury says: "In May, 1841, appeared the first 
number of the Illinois Common School Advocate, published at Springfield under the 
auspices of the Illinois State Edtication Society, and in accordance with a resolution 
passed bv it December 28, 1840, requiring the directory of the Society to issue a 
periodical paper. Edmtmd R. Wiley and Albert T. Bledsoe were the publishing 
committee, as appears from the first two numbers; afterwards the name of Mr. 
Bledsoe is dropped. 

" The motto of the Advocate was; ' In Proportion as the Structure of a Govern- 
ment Gives Force to Public Opinion, it is Essential that Public Opinion Should be 
Enlightened. ' — Washington. 
" It bore this endorsement: 

" ' From our knowledge of the individuals concerned in the publication of the Illi- 
nois Common School Advocate, and our conviction of the vital importance of the 
interests which it is designed to promote, we cordially recommend it to the support 
of our friends and the publ-ic; and hope that every citizen will consider it a dut}' 
and a pleasure to. aid in extending its circulation to every school and family in the 
State. Joseph Duncan, . Silas W. Robbins, 

S. A. Douglas, J. M. Sturtevant, 

Samuel D. Lockwood, J. W. Meril, 

Thomas Ford, Charles Dresser. 

" The Advocate was a 32-page octavo, 83^ inches by 6 inches, two columns on 
a page. The four numbers (it is said five were published) Avhich I have, were edited 
chiefly 'with the scissors.' Besides its salutatories, it has editorials advocating the 
support of schools by taxation, teaching music in common schools, and the forma- 
tion of teachers' associations." 

The Union Agriculturist and Prairie Farmer was established in 1841 b}' the Union 
Agricultural Society, and edited in the beginning by the con-esponding secretary, 
Jolm S. Wright. At the close of the second volume the publication passed from the 
Society to John S. Wright, with whom J. Ambrose Wright became associated as 
editor. The title was then changed to the Prairie Farmer. This paper is still 
published. 

In its early life it was as well a school journal as an agricultural journal. Indeed, 
it was the best of school journals, for it went to the people who were most of all in 
need of being influenced in matters of education, and a school journal would never 
have reached them. 

Previous mention has been made of the activity of Mr. Wright in the promotion 
of the common school interests. He came to Chicago in the fall of 1832, when he 



THE EDUCATIONAL HISTORY OF ILLINOIS 517 

was seventeen years of age. Before he was twenty-one he had acquired a large 
property. In the panic of 1837 his property was swept away because he was a few^ 
thousand dollars in debt and could not realize on his holdings. He is credited with 
the erection at his own expense of the first building intended for the use of a school 
in the city of Chicago, because of the interest of his mother in an elementary school. 
After the loss of his property he devoted himself and his energies to agricultural 
and educational interests. It was at his suggestion that the Union Agricultural 
Society lent its name to the enterprise. He published two advance numbers in the 
fall of 1840. " In these he wrote at length of the great need in the new country of 
good teachers, and proposed as the remedy that the State should at once establish 
a teachers' seminary and endow it with the College and Seminary Funds. So far 
as I have found this is the first definite proposition for a State Normal School in 
Illinois." (Pillsbury.) 

In the first number of the paper he returns to his idea of the Normal school and 
declares that having interviewed many members of the legislature he finds a strong 
sentiment in favor of the plan. 

Mr. Wright and his Prairie Farmer were in the thick of the fight for public schools 
and professional education for teachers, and the State superintendent and the county 
superintendents, and for everything else that he regarded as helpful to the cause. 
It is difficult to see how the success that was achieved could have been accomplished 
without them. It was a piece of the greatest good fortune to all concerned that 
he determined to cast in his lot with the school people and with the agricultural 
interests. For nearly twenty j-ears he was the most energetic private citizen con- 
nected with these great interests, with the possible exception of Professor Turner. 
"From the start (of the Prairie Farmer) in 1841, until the publication of the Illinois 
Teacher was begun in 1855 this paper occupied the field of school journalism in 
Illinois. The school history of this period must be largely written from its pages." 
(Pillsbury.) 

THE "ILLINOIS TEACHER." 

At the Bloomington Convention of 1853, called for the purpose of organizing the 
State Teachers' Association, the committee on business reported as one of the reso- 
lutions proposed for discussion, the following; " That the convention take measures 
to secvire the establishment of a paper or periodical devoted to the interests of com- 
mon-school education." 

This resolution was adopted. The committee on publication consisted of C. G. 
Hawthorne, of Chicago; Bronson Murray, of La Salle county; C. C. Bonney and 
W. F. M. Amy. At the Peoria meeting the next year, the plans for the appearance 
of the Illinois Teacher were completed. A committee was appointed to edit the 
journal. The first number appeared February, 1855. Daniel Wilkins and W. H. 
H. Amy were the managing editors. It was not a financial success the first year, 
nor did the editorial committee of twelve members, widely scattered over the State, 
make a great success of the editorial work. Perhaps it was done as well as could 
have been expected when all of the circumstances are taken into account. Indeed, 
from that day to this the publishing of school journals has had a large admixture of 



518 THE EDUCATIONAL HISTORY OF ILLINOIS 

philanthropy. The succeeding year a wiser poHcy was adopted; one editor was 
chosen and he added to his editorial duties those also of business manager. As 
a consequence the paper soon reached a self-supporting circulation. We have heard 
of him before. His name was Charles E. Hove5^ Mrs. Hovey took charge of the 
subscriptions and personally mailed the journals. At the end of the first year there 
was a paying list that was well up to the two thousand mark and the next j'ear it 
touched it. But he now had a Normal school to build, so he turned the work over 
to Dr. Bateman. It had done its part in the fight for the Normal school and thus 
had justified the demand of the State Teachers' Association for an organ. 

When the Association met in 1858, there was a disposition on the part of several 
of the leading members to free the organization from all responsibility for the further 
support of the paper. The contest was a memorable one. A report of the discus- 
sions covers several pages of the printed proceedings. The measure at last carried. 
A few responsible men, among whom were Hovey, Hewett, Bateman and a dozen 
more of their sort, met and chose Charles A. Dupee editor, and Hewett mathematical 
editor, pledged twent}--five dollars each to meet current expenses and started the 
Teacher on another year. It made its monthly visits to its subscribers and came 
up smiling at the end of the period. Its vitality was marvelous. When disaster 
seemed impending its friends rallied around it and kept it moving. 

In 1860, Dr. Samuel Willard, who was then a teacher in the new Normal school, 
assumed editorial control. He continue'd through 1861. Alexander M. Gow fol- 
lowed him in 1862 and 1863. S. A. Briggs, who had been Gow's assistant, served 
in 1864; Richard Edwards m 1865 and 1866; William M. Baker, in 1867, 1868 and 
1869. In 1870, S. H. White, who had been serving as assistant for five years, accepted 
the editorship and continued it for two years. E. W. Co}", for the last thirty-eight 
3-ears principal of the Hughes High School, Cincinnati, was his assistant. In accord- 
ance with the most approved principle of civil service, he succeeded to the editor's 
chair in 1872. At the close of the year the journal was sold to Aaron Gove and 
E. C. Hewett and ^^•as merged in The Illinois Schoolmaster, which they were con- 
ducting at Normal. 

One of the leading functions of this pioneer school jotmial was the training of 
editors who were willing to work for no other compensation than the consciousness 
that they were serving the cause of education. Counting the twelve monthly editors 
who served the first year, there were twenty-two in the aggregate. There were, in 
addition to this list, several assistants that have not been enumerated. Among these 
were James H. Blodgett, Professors Stetson and Pillsbr:ry, of the Normal School, 
and Professor Standish, of Galesburg. 

The journal had finally become the property of a printer b}- the name of N. C. 
Nason. He was far more than a printer, however. He was a man of fine intelli- . 
gence and sacrificed no little for the good of the school folk. Gove and Hewett 
purchased the good-^^'ill for a small consideration. 

"THE SCHOOLMASTER." 

Some time in the year 1866, E. D. Harris, of Normal, Illinois, started a small 
paper with an educational bias, which he called Tlie Normal Index. Some two }"ears 



THE EDUCATIONAL HISTORY OF ILLINOIS 519 

later, Mr. John Hull, then county superintendent of schools in the county of McLean, 
purchased the paper, changed its name to The Schoolmaster, enlarged and otherwise 
improved it, and pushed it into public notice. Prof. Albert Stetson, of the State 
Normal School, was associated with Mr. Hull in the editorial management. In 
May, 1870, Mr. I. S. Baker, principal of the Skinner school, Chicago, joined forces 
with Professor Stetson in the control of the paper, and its influence began to grow 
in a very tangible way. In July of the same year, it was thought advisable to remove 
the office of publication from Bloomington to Chicago, and its name was changed 
to The Chicago Schoolmaster. In May, 1871, Mr. Hull sold the paper to Mr. Aaron 
Gove, of Normal, who was soon joined by Professor Hewett of the Normal School. 
Mr. Gove took general charge of the paper. In 1873, as has been stated, these gentle- 
men purchased the Illinois Teacher, consolidated it with The Chicago Schoolmaster 
and called it The Illinois Schoolmaster. In 1874 Mr. Gove sold his interest in the 
paper to John W. Cook, a teacher in the Normal School. Professor Hewett con- 
tinued to retain an interest in the paper although not actively engaged in its man- 
agement. In January, 1876, The Illinois Schoolmaster and several other educational 
magazines in the Northwest were purchased by S. R. Winchell and united in the 
Edticational Weekly. The life of this paper was comparatively brief. The West 
seemed not yet ready for so radical a change in educational journalism. In the 
more populous East a weekly had made a place for itself and it had already found 
generous patronage in the Northwest. 

While The Schoolmaster had no hobby, it printed a good deal of valuable matter. 
Its contributors were among the leaders of educational thought in the State. Dr. 
J. A. Sewell, a teacher of the Normal School, and later the first president of the 
University of Colorado, was a frequent writer for its pages in the early and middle 
seventies. E. C. Hewett, H. H. Belfield, E. C. Smith — familiarly known as "Smith 
of Dixon" — Alfred Kirk, O. Blackman, and the gifted and lamented Jeremiah 
Mahoney did far more than any others during the editorial management of Mr. 
Baker. The versatile Jonathan Piper came across the line from Iowa about that 
time and introduced himself to the Illinois pedagogues by some spicy extracts from 
a notebook filled with observations upon things that he had seen in the schools. 
Aaron Gove occupied the humble position of editor for the Illinois Normal Depart- 
ment, all unmindful of the dignities that were soon to devolve upon him as editor- 
in-chief. 

In May, 1871, Mr. Baker retired from the editorial management. While he was 
in no sense a brilliant editor he was helpful and thoroughly in earnest. In the 
management of a large city school he was constantly in the presence of the problems 
that confronted his readers. He treated them from the practical rather than from 
the theoretical standpoint. When Mr. Gove took charge he found a respectable 
subscription list, a fair reputation, and almost a free field. 

In 1872 Mr. Gove began the publication of a series of language lessons. They 
were a new departure in the way of language teaching and attracted no little atten- 
tion. They were in a way the forerunner of that large crop of " Introductions to 
Grammar" that soon crowded the market. Their author was W. B. Powell, after- 
wards so widely known for his readers, his books on language, and for his great work 



520 THE EDUCATIONAL HISTORY OF ILLINOIS 

as superintendent of the schools of Washington city. Whether Mr. Powell or Hiram 
Hadley was first in this field the writer is unable to decide. Jeremiah Mahoney 
continued to contribute his brilliant and original articles. Among the occasional 
contributors were President J. M. Gregory, of the University of Illinois; O. S. West- 
cott, still a teacher in the Chicago schools and learning a new language every year 
or two; George Howland, then the principal of the Chicago High School — there 
was but one in those days; "Father" Roots, of "Egypt;" E. A. Gastman, J. H. 
Blodgett, J. L. Pickard, Superintendent of the Chicago schools; Hon. Newton Bate- 
man, Prof. S. A. Forbes, President Richard Edwards, Henry L. Boltwood and Dr. 
Samuel Willard. Mar}'' Allen West made her bow as a writer of short educational 
stories. Her name was destined to become a household word in the Northwest 
because of her devotion to the cause of temperance. She died in far-away Japan 
and lies in the quiet cemetery in Galesburg, where her loving pupils laid her with 
grateful benedictions. 

This was a brilliant group of writers. They made their contributions without 
money and without price. It would not have been possible to compensate them out 
of the proceeds of the enterprise. 

In 1874 Mr. Gove was called to the superintendency of the schools of Denver, 
where he was to remain for thirty years and make a national reputation for himself. 
He was succeeded by the present writer in the editorial and business management 
of the magazine. There was little change in its policy or general character. As 
I look over the numbers that were prepared amid the pressing duties of a very busy 
life I am impressed with the fact that we were only playing at school journalism. 
Little was really lost when the paper was merged in The Educational Weekly. And 
the cause of popular education did not go to the wall when that ambitious effort 
ended in financial disaster. Civilization seems capable of surviving the decay of 
some of its most conspicuous pillars. 

Excellent financial support was given to The Illinois Schoolmaster when Mr. 
Hewett and myself were obliged to look the printer in the face. I am sure that we 
received fair financial compensation for the work we put upon it. And the book 
publishers — those genial gentlemen who made their benefactions under the pleasing 
guise of business — made educational journalism possible by their generous patron- 
age in the advertising pages. Did the}^ get back cents where they put in dollars ? 

"THE ILLINOIS SCHOOL JOURNAL." 

Late in the seventies — exactly when, the writer is unable to sa}^ — a certain 
gentleman of Napoleonic qualities conceived the notion that it was possible to cover 
the whole field of American school journalism by a very simple and economical 
arrangement. If we are really a Nation — with a big N — why should not the 
same matter answer as well for one State as for another? Full of this idea this 
ingenious gentleman cast about for the necessary talent to give a local coloring to 
each of the communities that he desired to serve. He was very fortunate in his 
choice for Illinois. There was a 3^otmg man "of excellent pith," who was working 
on a small salary as principal of the grammar room in the practice school of the 



THE EDUCATIONAL HISTORY OF ILLINOIS 521 

Illinois State Normal University. His name is Charles DeGarmo. It has since 
become quite familiar about the country, because of the books that he has written 
and the work that he has done at the head of the pedagogical department of Cornell 
University. He was promptly engaged as local editor. It was supposed to be his 
duty to gather a little something to indicate that the school people were not for- 
gotten in the largeness of sweep of the eyes of the editor-in-chief. 

But before many moons the young man became disgusted with the management 
of the venture, which had received the modest title of the News Gleaner. He bought 
out the Illinois edition and soon another school paper was launched on the perilous 
sea of educational journalism. It was christened The Illinois School Journal. 

The first number was highly promising. It appeared May, 1881. It was nearly 
the size of The Illinois Schoolmaster , was filled with practical material all ready to 
be served, it had discarded a considerable part of the news notion, and showed 
a page of wide-awake editorial matter that had a snap to it. There was associated 
with Mr. DeGarmo the young principal of the high-school department of the Normal 
University. Edmund Janes James had already done admirable work abroad and 
in this cotmtry, and was on the way to that eminence that he has won as a great 
university president. With two such spirits in charge it was clear that in the race 
for precedence the Journal would have the "pole" at the start. There was much 
of the audacity and dash of the "Jerry" Mahoney articles. Evidently these editors 
were not afraid. 

The work done by Dr. James in the pedagogical courses of German universities 
gave a dignity and character to whatever he chose to write and especialh^ to his 
educational articles. They at once began to attract wide attention. It was a new 
era in school journalism. The old contributors began to reappear. There was a 
happy combination of philosophy and practical ingenuity. Dr. James was pro- 
fotmd; Mr. DeGarmo was ingenious and inventive in the line of schoolroom devices. 

During the winter Congress was discussing the question of national aid to edu- 
cation. The Journal engaged in this discussion with great spirit and ability, and 
formulated one of the plans that received the respectful consideration of that body. 
Members of the General Assembly of Illinois seemed not unwilling to be informed 
respecting their duties in the line of popular education by a school journal that 
insisted upon being heard. 

In 1883 Mr. DeGarmo determined to go to Germany to enter upon a course 
of university studies. The present writer purchased the paper and fotmd himself 
again upon the editorial tripod. Mr. DeGarmo had just arranged with the well 
known writer and lecturer, William Hawle}" Smith, for the production of a serial 
story with an. educational motive. Two or three numbers had appeared before 
I succeeded to the editorial management. I soon discovered, from the largs increase 
in the subscription list, that the educational public was disposed to give its cordial 
approval to the idea. "The Evolution of Dodd" was no less a business than a 
literary success. The circulation of the magazine increased with great rapidity and 
the back numbers were soon exhausted. It became very apparent that teachers are 
not averse to a highly practical system of pedagogics when it has the concrete set- 
ting which Mr. Smith so happily illustrated in his charming little book. The enor- 



522 THE EDUCATIONAL HISTORY OF ILLINOIS 

mous circulation which it has enjoyed has valuable suggestions for the school journal 
people. 

After a year of oppressive labor! was joined by Mr. R. R. Reeder, a teacher in 
the Normal School and for the last few years the superintendent of the New York 
State Orphanage, at Hastings-on-Hudson. He is recognized as one of the most 
reputable of all the workers in this country engaged in the education of those unfor- 
tunate wards of the State. Little is to be said of our success. Financially it was 
imequi vocal. Educationally there is little of which to be proud. 

In November, 1886, the magazine was purchased by Mr. George P. Brown, the 
widely known publicist and educational philosopher, who had made an enviable 
reputation as superintendent of the city schools of Indianapolis and as president of 
the Indiana State Normal School, at Terre Haute. The name was soon changed to 

"THE PUBLIC SCHOOL JOURNAL." 

This journal was at once marked by the remarkable personality of its editor 
He began to train a body of readers to interest themselves in really difficult 
aspects of the educational problems and to understand a rigorous and philosophic 
analysis of them. It was a compliment to the teachers to assume that they desired 
to deal with ftmdamentals. In consequence of the character of the topics considered 
and the way in which they were treated the Journal won the high respect of the most 
capable school men in the country. 

Believing that the school must have the cooperation of the family and regarding 
it as a possibility to interest parents in the work of educating their children by 
cooperating with the school, the name of the magazine was changed to 

"SCHOOL AND HOME EDUCATION." 

The bound volumes of this admirable journal constitute a unique pedagogical 
library. Upon the death of Mr. Brown, which occurred in 1909, the management 
of the journal devolved upon Mr. George A. Brown, who had been for several years 
associated with the management. The office of publication is Bloomington. 

"THE CHICAGO TEACHER." 

This magazine was an interesting episode in the history of educational journalism 
in Illinois. It merits this characterization because of its brief career. Allusion has 
been made to the brilliant but somewhat erratic Jeremiah Mahoney. In company 
with Ira S. Baker he started the Teacher in 1873. It was destined to have a short 
history. The repute of Mr. Mahoney as a writer and the excellent business capacity 
of Mr. Baker put it upon an admirable basis very soon. The death of the editor 
accoionts for its early disappearance. 

"OUR COUNTRY AND VILLAGE SCHOOLS." 

In the earl}^ eighties it began to be whispered about the State that John Trainer, 
county superintendent of schools of Macon county, had achieved a marked sue- 



THE EDUCATIONAL HISTORY OF ILLINOIS 523 

cess of the schools under his charge. Mr. Trainer was a man of remarkable ingenuity 
and possessed the happy faculty of interesting the public in his work. He is mainly 
entitled to the credit of introducing into the schools of Illinois what is known as 
"the graded course for coimtry schools." To extend the area of Mr. Trainer's 
influence and also to derive whatever of advantage might accrue from such an enter- 
prise, Mr. Charles I. Powner started the magazine called Our Country and Village 
Schools. It was a happy thought and deserved success. The paper soon sprang 
into a prominence that was beyond its merit, but its publisher's business methods 
soon wrecked the enterprise, and it joined the melancholy shades of defunct school 
journals, respectable at least in numbers. The idea was not permitted to drop, 
however, for another and wiser publisher, Mr. C. M. Parker, of Taylorville, started 

"THE SCHOOL NEWS AND PRACTICAL EDUCATOR." 

This excellent school periodical grew out of Mr. C. M. Parker's connection with 
the John Trainer movement for the grading of country schools. It has now occupied 
a field peculiarly its own for several years. Its intimate relation to the Course of 
Study for Country Schools, used so generally throughout the State, has given it 
a deserved popularity and a most gratifying success. 

"INTELLIGENCE." 

Mention has been made of the Educational Weekly. It was an attempt to com- 
bine a number of existing monthly magazines into a vigorous weekly, that should 
do for the West what Mr. Bicknell's great venture, New England Educational Journal, 
was expected to do for its part of the country. It was undertaken by Mr. S. R. 
Winchell. In 1876 he was joined in the management by Mr. E. O. Vaile. The West 
did not take kindly to the weekl}^ idea and a meritorious enterprise suffered ship- 
wreck. 

The Intelligence, a semi-monthly, was in a way the lineal successor of the Weekly. 
It was personally conducted and usually spoke in the first person. Its editor was 
Mr. E. O. Vaile and the place of publication was Oak Park. The editor is one of 
the most capable and pungent writers that have had to do with educational journalism 
in Illinois. He did not attempt to deal with the philosophical presuppositions of 
education, but was a most acute observer of current events and tendencies and com- 
mented upon them with a shrewdness and critical discrimination that have not been 
surpassed. 

In connection with the magazine he published The Week's Current, a paper for 
the use of schools, and numerous excellent aids to school work. He sold the paper 
to an eastern combination, but the purchasers were unsuccessful and Intelligence 
disappeared. 

OTHER JOURNALS. 

It is not the purpose to write of the more recent publications. There are a 
number of them that are proving to be successful ventures. 



524 THE EDUCATIONAL HISTORY OF ILLINOIS 

GEORGE P. BROWN. 

George P. Brown became identified for the first time with education in Illinois 
when he purchased The Illinois School Journal in 1886, and became a permanent 
resident of Bloomington. There he spent the remainder of his life and devoted his 
energies to the editorial and business management of the Journal and to the writing 
and publication of books especially intended for teachers and for schools. 

Mr. Bro\-\Ti was born at Lennox, Ashtabula count}', Ohio, on November 10, 
1836. After attending the common schools he went to Grand River Institute, at 
Austinburg, Ohio, where he completed his course when a 3^oung man. He began 
teaching when but sixteen years of age, in a country school near the place of his 
birth. In 1860 he was elected superintendent of the public schools at Richmond, 
Indiana, in which capacit}' he served for eleven years, resigning to accept the prin- 
cipalship of the high school in Indianapolis. After serving in this position for three 
years he was promoted to the superintendency of the system in 1874. Here he 
served until he was made president of the State Normal School, at Terre Haute. 
This institution had won a unique place among the schools of its kind in this country 
and its reputation was materialh" enhanced b}' the work which Mr..Bro^vn did while 
in charge of it. He retired from the presidency in 1886, and for the rest of his life 
was devoted to the work indicated above. ' 

He was the author of "Elements of English Grammar," "The Story of Our 
English Grandfathers," "The King and His Wonderful Castle," and other books 
with the same general motive. He was a voluminous writer, not alone for his own 
publication, but for the press of the city in which he lived. 

He was a life-long member of the National Education Association and of the 
National Council of Education, having been identified with them from their organiza- 
tion. He was also a member of the American Association for the Advancement of 
Science, and of several of the literarj' clubs of the city in which he lived. He died 
February, 1910. " 

The following is from an extended notice in the leading paper of his home city, 
Bloomington ; 

In manv respects Mr. Bro'mi occupied a unique position in this community — a position 
which he chiseled out for himseh" hx his ovni forceful personalit}-, his strong moral courage and his 
facility in directing the minds of the people in matters relating to their own welfare. 

For some years he has been looked upon as a free lance in the discussion of public questions in 
the newspapers and on the platform. Taking pains to inform himself thoroughly on any question 
of acute present interest, Mr. Brown concentrated the powers of his really wonderfully trained mind 
upon the subject until he had mastered all of the phases of it. Then with a remarkable facility of 
expression in written and spoken language he stated the truth as it seemed to him, and reiterated 
the principles in which he believed, until in time the trend of public thinking was apt to follow him, 
although at first it had been hostile. The sincerity and honesty of Mr. Brown's advocacy of any 
given proposition was never anvwhere questioned, even by those who were most averse to following 
him. His efforts were always for the betterment of the life of the city in which he lived and of the 
commonwealth and the republic to which he was unbending in his allegiance. In doing so he 
feared no party lash and worshiped no .party fetich. While nominally affiHating with the 
Republican party in national politics, his independence of thought led him to break away from the 
current trend of Republican policies on more than one occasion. 



THE EDUCATIONAL HISTORY OF ILLINOIS 525 

In municipal affairs one of his most noticeable efforts at bettering conditions was his leadership 
in the formation of the Municipal League, in the city campaign of 1907. His personal work was 
largely responsible for that organization which, while it failed so far as electing anv of its candidates, 
yet succeeded in calling attention to many matters in local politics which demanded the kind of dis- 
interested consideration which Mr. Brown gave to them. The very latest question in which he took 
a prominent part in discussing was the gas franchise. The last article which appeared in a local 
paper over the signature of Mr. Brown was a very able contribution to The Pantagraph of January 14, 
entitled "Democracj^ or Plutocracy — Which?" This was a calm treatment of some of the present 
tendencies in national politics. 

As an educator Mr. Brown was much in demand for addresses before learned societies. He 
delighted in philosophical studies for their own sake, and for many years gathered around him a little 
band of kindred spirits who sat at his feet in weekly meetings to hear his discourse on questions of 
religion and metaphysics. 

The following extracts are from one of three addresses given at his funeral: 

About 1884 I came upon an article in an educational magazine, that marked a turning point in 
my intellectual life. It was one of those cross-roads experiences upon which we afterwards dwell 
with fond recollections and that we count as epochal in our careers. It was a philosophical discus- 
sion of the nature of human freedom. I clipped it from its setting and carried it in my pocket until 
it was worn to shreds. It gave me a footing where I had been groping in a blind way and I had a 
warm desire to meet the writer in order that I might express my gratitude to him by word of mouth. 
One day I received a letter from a gentleman whose name I at once recognized as that of the author 
of the article which had illuminated the darkness of my thought. He solicited an interview with regard 
to the purchase of a teachers' magazine which I was then engaged in editing and publishing in con- 
junction with R. R. Reeder. He came, and on that day began one of the most delightful and stimu- 
lating friendships that I have ever known. It has continued to the present without a moment's 
interruption, nor is it now to cease although the tide has borne him out to sea and mv poor eyes no 
longer catch the gleaming of his sail. 

He who lies here to-day was the friend of man. He greatlv loved the companionship of those 
congenial spirits who were seized with the same enthusiasms as himself. He enjoyed in a rare and 
beautiful way the search with them for hidden truth, the subtle dialectic with which mind encounters 
mind in its efforts to fathom the m3^stery of its own existence ; but he was, as well, the friend of man, 
the common man, as we blindly call him, not less than the exceptional man. He was not only sage 
and writer and publicist; he was also that which alone makes all the rest significant: he was a phil- 
anthropist. 

And the conditions of his early life, in some happy wav, turned him into the lines of effort that 
offered the widest opportunity for the free exercise of his dominating passion. For he was essentially 
and fundamentally a teacher of his fellow men. Here was the field in which his philanthropy was 
to manifest itself, for the greatest thing that man can do for man is to help him to help himself. He 
saw this truth as Socrates saw it when he struggled to resolve the conflict between the exacting insti- 
tutionalism of the old Greek life and the extreme individualism of the new. He saw it as Pestalozzi 
saw it when he strove to rescue the children of his native Switzerland from the curse of ignorance 
where there were no schools, and from the benumbing influence of a wretched system of instruction 
where there were. He believed with all his soul in the formative and also in the redemptive power 
of education. And it was into this calling that he threw himself mth all of the ardor of an intense 
and tireless nature. 

Naturally reflective he soon found himself attempting to solve some of the ultimate problems 
of education. He sought the aid of those great minds that have made their times epochal by their 
contributions to human knowledge and especially by their contributions to a knowledge of humanity 
itself. He wanted to discover the wa^' in which the mind performs the miracle of learning, and espec- 
ially how that learning becomes a constant and unerring guide to daily living. He was the implac- 



526 THE EDUCATIONAL HISTORY OF ILLINOIS 

able foe of shallow routine and meaningless iteration, so he sought the companionship of the masters 
of men and he would not let them go until thej- yielded to him the essence of their message to the 
world. Men sometimes called him a dealer in abstract subtleties and begged him to walk upon the 
solid ground, but their voices were lost in the empty air; he pursued his quest and came back to his 
daily task with a new light upon his face and -n-ith a new revelation for the teacher and the child. 
He would have every teacher of the children a prophet of the new life of the spirit and thus he would 
have the school of the people join hands with the family in the upbuilding of a great nation and a 
great race. 

But the life of the school was too severe a tax upon his physical endurance. The time arrived 
when he was obliged to choose between the surrender of the exacting duties of school administration 
and a permanent invalidism. And thus it was that he came to Bloomington and cast in his lot with 
those of us who were here. He purchased the magazine property to which I have referred and began 
his new career of teaching at longer range. He was now in the high maturity of his remarkable 
intellectual powers and his entrance into the field of educational journalism introduced a new and 
extremely virile element. 

He began at once the discussion of matters of genuine import. He did not shrink from the 
consideration of a subject because it was difficult, nor from the oft-repeated remark that his readers 
niight not tmderstand what he had to say. He believed that men and women desire fundamental 
truth and he began deliberatelv to accustom those who cared to follow him to an abiding faith in the 
existence of universal principles of guidance in the extraordinary art of education, and also to inspire 
theuT with a splendid courage in the endeavor to discover and master them. Like Aristotle, he was 
"the master of those who Icnow." The journal that he edited at once won a unique eminence in 
American education. 

But his separation from the mind-to-mind and heart-to-heart contact of the schoolroom was 
a sore trial. As a compensation he soon gathered about him for an evening a week those who hun- 
gered for leadership in the field of philosophic thought. As those who walked with Plato, while he 
discoursed upon the great themes that pressed for solution in the Greek life of his time, reverted 
wdth fond satisfaction to the shades of the Academy, so does the thought of those who were privileged 
to sit at the feet of this great teacher return with grateful delight to that modest home wherein they 
had their new intellectual birth. Bloomington has had no similar organization in the half century 
that I have knowTi it. The earlier seminars were devoted mainly to the study of certain of the 
modern German philosophers in their investigations of the nature and processes of knowledge. 
Later, the literary bibles of the Italians, the Germans and the English-speaking peoples were 
selected for stud}- and for free discussion, and always for the purpose of penetrating to the motive 
of the poem, the ultimate theme that was struggling to express itself. 

Such were the occupations that engaged the attention of those who constituted the membership 
of those devoted groups of students. No nobler themes can attract the attention of the human minds 
than those that lie at the heart of great literature. Sin and its dreadful expiation : the struggle between 
the sense of duty and the pull of inclination ; God, Freedom, and Immortality — these sphinx-problems 
of life, that urge themselves upon the thought of all that have opened the eyes of the soul to serious 
inquiry — were the subject matter of earnest and sincere discourse. And no scoffing spirit of agnos- 
ticism obtruded its depressing presence. The limitations of knowledge were candidly recognized, 
but optimism was the pervading genius of those hours of delightful intellectual commerce. 

His mind gravitated naturally toward philosophic thought. He therein resembled his distin- 
guished friend William Torrey Harris. Unlike him, however, he was not the propagandist of any 
elaborated svstem of philosophic thought. The originality and independence of his mind rendered 
such an attitude impossible. He worked in his own harness but changed it to meet the needs of his 
ever-mdening thought. 

He was most content \\'ith the interplay of thought in the minds of those about him and had reproof 
for those only who preferred the bolstering of an opinion to the discovery of thought. 



THE EDUCATIONAL HISTORY OF ILLINOIS 527 

He entered into the wider life of his community by a generous contribution to the columns of the 
press. He became a lay preacher, selecting his themes from the widest ranges, and with the daily 
papers as his pulpit. Here he created for himself a most unique and interesting place in the esteem 
of the community. He had been regarded by some of the few who knew him as a philosophic recluse, 
a closet philosopher, little interested in public affairs. They were unprepared for the outcome. He 
talked to the people on the themes that engrossed the metaphj^sicians and he did it in so simple and 
so illuminating a way that he carried them with, him. 

But he was, as well, the people's advocate. He was not alone sage and philosopher but publicist, 
interesting himself in all questions that concerned the people. And they soon recognized in him 
a writer whom they could trust; he went directly to the heart of the question, asking no favors, and 
making no concessions where concessions meant any sacrifice of the interests of the community. 
He would not barter and compromise. As a workingman said of him, "He was both feared and 
revered, and he was revered by those who feared him." 

The last two discussions in which he was engaged illustrate the versatility of his mind. One 
was a debate with the attorney of the local gas trust — a close friend and his nearest neighbor — on 
the whole question of gas production and a fair equivalent for its manufacture and sale. The other 
was a presentation by a luminous analysis of the latest word that science has to say of the immortality 
of the human soul, to the College Alumni Club of his home city. 

His wife, the sympathetic companion of his life and quest, survives him, as do four sons, all 
college men. — J. W. C. 



528 THE EDUCATIONAL HISTORY OF ILLINOIS 



CHAPTER XXIII. 

SOME EARLY TEACHERS 

JULIAN STURTEVANT* 

THE Sturtevants and Sturdevants of our country are all descendants of one 
man, Samuel Sturdevant, who was a citizen of Plymouth Colony in 1643, 
whose four sons, Samuel, John, James, and Joseph, survived him. The 
family was soon planted in Connecticut, and there, about the beginning of the cen- 
tury, in Warren, Litchfield count}', lived a farmer, Warren Sttirtevant, with Lucy 
Tanner, his wife. In 1803 was born their son, Ephraim Tanner Sturtevant, the 
first teacher and professor in Western Reserve College, 1828; and July 26, 1805, 
was bom the second son, Julian Monson Sturtevant, first teacher and professor 
of Illinois College, 1830, the subject of our sketch. 

"When Julian was eleven years old, his father, straitened b}* the hard times 
brought on by the war with England, emigrated to the Western Reser\^e and settled 
in Talmadge, Summit county, Ohio. Here the labors of the farm were renewed on 
the new lands of the wilderness from which the savage had just retired. Marietta, 
the oldest town in the State, was not yet thirty years old; Btiffalo was only fifteen 
years old; Cleveland was a village of perhaps 350 inhabitants. Steamboats had 
first stirred western waters onh' three years before; the railroad was 3'et to be 
invented; Clinton's great canal to join Lake Erie to the Hudson was not yet begun. 
No emigration now to Idaho, Montana, Manitoba, implies such difficulty, such 
danger, such remoteness from friends and from the centers of civilization as did 
then a removal from New England to Ohio. But these Yankee emigrants set up 
the school and the church as soon as they had covered their own heads, and the 
academy was not long wanting on the Western Reserve. 

"Julian's youth Avas spent at work on the farm with regular study and with 
intervals of schooling. He became very familiar with the preparatory classics, 
especially did he know Virgil so well that if anv one cited two consecutiA^e lines he 
could tell where they were and relate the context. With the kindly aid of the 
neighboring minister and the teaching of the academ}' at Talmadge he was ready 
for Yale in the summer of 1822. 

" Mr. Sturtevant graduated in 1826 and began teaching shorth' after. It was 
his purpose to become a minister and he completed a course in theology and was 
ordained in 1829. Four days later he was married to Elizabeth Maria Fayerweather 
and a few weeks later was on his way to Illinois with that Mr. Baldwin of whom 
we have heard in connection with the founding of Illinois College. It has been 



'From an address delivered to the State Teachers' Association, December 28, 1S86, by Dr. Samuel Willard. 



THE EDUCATIONAL HISTORY OF ILLINOIS 529 

seen that conditions were extremely primitive when Professor Turner made his 
memorable trip to the West with his bride ; it is to be remembered that the journey 
of Mr. Sturtevant was still earlier and conditions were still more trying. 

"When Mr. Sturtevant reached Jacksonville a part of the old chapel building 
was already erected but unfinished. The main room lacked lath and plaster and 
had but a few seats. There, on Monday, January 1, 1830, he began his work with 
nine pupils. . . . For most of that j'-ear the college was a day school with 
only one teacher and twenty-five to thirty pupils. During the year, Edward Beecher 
was chosen president and began his work and Mr. Sturtevant became Professor of 
Mathematics and Natural Philosophy. He had the pleasure of seeing the first class 
that graduated in Illinois take their diplomas — Richard Yates and Jonathan 
Edwards Spilman. The former was our great war Governor, 1861-5, and the latter 
has given pleasure in thousands of homes as author of the simple, sweet melody 
generally used for Bums' poem, 'Flow Gently, Sweet Afton.' 



" I went to Illinois College in May, 1836, and first saw Professor Sturtevant. 
He was not then popular among the students. He was fond of order, promptness, 
discipline, thoroughness. They were often too democratic for obedience to rules, 
for democracy has sometimes an anarchic tendency. Hence his sharp, exacting 
ways seemed harsh. As he grew older he became somewhat milder, though no less 
insistent upon the ends to be obtained by discipline, and on the other the spirit of 
the young men changed no little. When he was elected president in 1844 they 
rejoiced heartily. 



"Professor Sturtevant was not a mere algebraist or geometer; indeed, as I think 
of him now I think he took the wrong chair. His real interest lay in the great prob- 
lems of humanity ; in questions of right and wrong ; of practical expediency ; of human 
progress; of government and political economy; and of the church and its work in 
the world. When I first learned of him he was only the algebraist who made it so 
clear to me that I could never forget it that in multiplying a minus b by c minus d, 
minus d times minus b gives plus db; but now I think of him as the man whose 
glances surveyed the world that now is, in all its human relations, and whose fore- 
cast gave glimpses of the world that is to be — he is not the professor but the 
philosopher. 

" The distinguishing characteristic of all of his teaching was his demand for 
clearness of thought and for certainty. As the eagle is said to look with undimmed 
eyes upon the meridian sun, so must he see and rejoice in the pure light of truth 
in the full blaze of glory. He wanted apodictical certainty. Give him the premises, 
and he would force you to his conclusion. His instruction was no gentle invitation ; 
a giant hand clutched our arms and hurried us along to heights above the vulgar 
level. After I became accustomed to his methods he was one of the few preachers 
to whom I liked to listen, for his sermons were so logical that they were like a master 
builder's driving of nails. I often used to borrow his notes and cop}^ them. He 

34 



530 THE EDUCATIONAL HISTORY OF ILLINOIS 

almost always preached from a brief, and the single catchword, ' illustrate, ' might 
represent a very important part of the discourse. 

" Upon all who came within his reach he made the impression that he was a man 
of great power. A lawyer said to me in 1843, ' I never hear Professor Sturtevant 
and his fellow professors, especially Professor Sturtevant, without thinking what 
great lawyers they would make. How much fame and wealth they sacrifice by 
adhering to their posts as teachers. Splendid lawyers, splendid lawyers, they'd be.' 

"One of his pupils of recent years asked me my opinion of him as a teacher, 
and when I had given it, he said he asked because he did not know but what he 
had over- valued him. For his own part he had had many teachers ; but no other one 
had laid such hold upon him as Sturtevant had done. 

"And all his teaching was marked by an intense earnestness, such a zeal to gain 
his end and truth's at once, that his fire and energy warmed and moved his 
pupils. 

" In church, state and society, he was not without staunch opponents. His 
views were too positive and his shoulders pushed too hard to escape opponency; 
and men who disliked him disliked him strongly, not for his own sake but for his 
cause. But as years rolled on, many old controversies were settled, and the spirit 
of the time grew milder, and asperities were softened, and honor came to him where 
dislike had prevailed. 

"President Sturtevant 's work for education was not limited to the college and 
the church. In all local and general efforts for education his voice was heard as coun- 
sellor and helper. I remember his presence at the meetings for establishing free 
schools over which Doctor Bateman presided for so many A^ears. In 1845 there 
was a gathering of teachers — one of the earlier unsuccessful attempts at a general 
organization. Professor Sturtevant was there. The records of this association 
show his frequent presence and his sharing in its exercises. With tongue or pen he 
was always read}^ to speak or write for education of every grade and every class. 
Some of his views were very different from those of most of you. He did not regard 
the high school as a legitimate part of the public-school system. This view he held 
on general grounds of public policy; but he wanted the high schools as steps in the 
course of higher instruction. He preferred colleges for Women exclusively to colleges 
for co-education, but he would have women as well educated as men. The amount 
of work and influence which, directly and indirectly, he threw into the system of 
public instruction and private education can as little be estimated as the value to all 
our broad fields of a day's simshine in summer." 

Dr. Willard pays a glowing tribute to his friend's ability to inspire young men 
to achieve great deeds and summons many men of renown in illustration of that 
capacity. He was a voluminous writer for the current periodicals of his time and 
many of his lectures and sermons were printed in pamphlet form. 

He was twice married, his second wife being a sister of the bride who accom- 
panied him to the wilds of Illinois. Two sons and a daughter survived him. One 
of the sons was a teacher and the other a preacher. In 1876 he resigned his presi- 
dency of the college in order that he might have a little time to put down some of 



THE EDUCATIONAL HISTORY OF ILLINOIS 531 

the many things that especially impressed him. He died on Thursday, February 
11, 1886.' 

Dr. Willard closes his appreciation of his master in a paragraph that discloses 
his gratitude and admiration on one hand and on the other betrays the devotion 
to high ideals that has characterized his own beautiful life : 

"Farewell, strong worker! Farewell, brave servant of God! Farewell, true 
lover of men! Farewell, teacher and friend! But thou wert like a star, and thy 
light shall shine and shine and shine in the souls of men, until it is lost to them in 
the greater glory of the vast eternities! " 

SIMEON WRIGHT. 

The name of Simeon Wright has often appeared in this record. In the Educa- 
Uonal Weekly of February 1, 1877, the following sketch appeared: 

Mr. Wright came to Illinois about the time of the educational ferment some twenty or thirty 
years ago. The precise time is unknown to the present writer. Previous to this he had lived in Michi- 
gan, at Battle Creek, and possibly at other places. In Illinois he became identified with the younger 
race of men, who were making popular education their specialty and rendered very efficient service 
in the positions that he filled. Of the Board of Education he was one of the original members, and, 
during the six 5'ears of his connection with it, was very active in its counsels, as the records of its 
meetings amply show. His appointment as agent of the State Teachers' Association was made in 
Decatur in 1857. The writer, having been present at the meeting as a stranger from another State, 
remembers well the discussion upon the subject of the appointment. He was to stir up the people 
by lectures and otherwise, and to develop the public sentiment for public schools. A salary of 
$1,200 was to be paid him and it was contributed by members of the Association. The arrangement 
continued perhaps only one year. 

In 1861, when the country was aroused by the call to war, Mr. Wright joined the Thirty-third 
Regiment and was made its quartermaster. 

Mr. Wright, earh' in the history of the Normal University, counseled the formation of a literary 
society among the students, in addition to the one then existing. After some effort the plan was 
adopted. A society was formed which was placed upon the same footing, in respect to its connection 
with the University, as its elder sister, the Philadelphian. Having been organized largely through 
the efforts of Mr. Wright, and having received some help from him in money and in books for a library, 
it was named the Wrightonian Society. It made the Society one of his heirs. 

Mr. Wright died in Kinmundy, Marion county, November 30, 1876. The 
society adopted appropriate resolutions expressive of their gratitude for his friendship 
and regret for his death. 

BENAIAH G. ROOTS. 

Southern Illinois has long been known as "Egypt." How the designation arose 
seems not to be a matter of authentic history. For many years that portion of the 
State had a civilization somewhat peculiar to itself. It was settled in large part by 
people from the slave States and they marked it with their characteristics. They 
were a people who were proud of the States from which they came and they trans- 
ferred their loyalty to the portion of Illinois in which they made their homes. There 
developed among them many interesting characters. 

One of the early settlers was the subject of this sketch. He was not from the 
South, but he was as strikingly original as any who were. His home was in the 



532 THE EDUCATIONAL HISTORY OF ILLINOIS 

immediate vicinitv of Tamaroa, a village in Perry county. He so completely identi- 
fied himself with the educational interests of "Egypt" that with the school people 
his name was indissolubly associated with that region. The sketch from which 
what follows here was taken was prepared by Enoch A. Gastman, of Decatur, and 
was delivered before the PeiTy County Institute on July 3, 1888. 

Benaiah G. Roots was born in Onondaga county, New York, April 20, ISll, and died at his 
home near Tamaroa, Illinois, May 8, 188S, being seventy-seven years old. 

He commenced teaching in 1827 and continued in the work until his death, thus having completed 
a record of over sixtv j^ears. To Illinois and her teachers have been given the rich fruits that have 
followed the labors of more than fifty of those sixty years. In 1839 he began to teach in Perry county. 
It would be a work of supererogation for me to enumerate the labors, the trials, and the triumphs 
of this half-centurv of earnest and faithful effort. They are the wonder and admiration of this com- 
monwealth. 

In a new and sparsely settled country education is of necessity a matter of secondary considera- 
tion. Houses must be built, farms opened and mills erected. In all such work our friend did 
valiant service, but he did not stop with these things. It is an old legend that where the fruits of cul- 
ture are to grow there must be leisure and wealth. The primal prairies of Illinois afforded neither. 
Notwithstanding these disadvantages, he at once commenced to plan for building up human character 
and vitalizing the general intelligence of the community. The homes of the early settlers contained 
but few "spare rooms," but the dwelling of "Father" Roots was large enough for a schoolhouse. 
Into it were gathered the children of his neighbors. It is probable that this school had but few of 
the modern appliances, but it can be emphatically said that it had what many a modern school lacks: 

A LIVE TEACHER. 

In later years this school developed into an institution of higher grade where many received an 
education which admirably fitted them to do life's work well. It is the universal testimony of the 
pupils of this school that it gave inspiration and lofty aims to those who came within its influence. 

But the labors of our friend did not end with this home school. His power and influence extended 
over the State, and, in consequence, he became one of the founders of the free-school system of Illinois. 
He helped to organize the State Teachers' Association, and was chosen its fifth president at the meet- 
ing held at Decatur in 1S57. From that time until his death he missed scarcely a meeting of that 
body. He worked with tongue and with pen to secure both of our State Normal Universities. 

In February, 1865, the Governor appointed him a member of the Board of Education of the 
State of Illinois, the corporate body that managed the affairs of the Illinois State Normal University. 
He continued to fill this position until his death. It is safe to say that no one took a deeper interest 
in its proceedings or wielded a more potent influence in shaping its policies. The pupils and teachers 
at Normal came to regard him as a father to the institution. He was always ready with a kindh' 
word to reward the successful or to strengthen those who needed encouragement. 

B. G. Roots rendered invaluable service to the cause of education in this State. No movement 
has been inaugurated in Illinois during the past fifty years for the improvement of the means or the 
methods of popular education that did not receive his cordial support and aid. He never "sulked 
in his tent," but was ever ready to "lend a hand," whoever might lead. 

He was never too old to learn. He never wearied in discussing with those who had the pleasure 
of his friendship, the various methods proposed for the improvement of the schools. Although his 
special field was the primary school, yet his mind was broad enough to take in the whole field of edu- 
cation. Bv a careful reading of educational journals and a constant attendance upon teachers' 
meetings, he kept himself fully abreast with the discussions of this busy age. His enthusiasm was 
the wonder and admiration of his friends. He was never discouraged. If a favorite measure met 
an undeserved defeat to-day he was ready to champion it on the morrow. 

But he was not a teacher only. As a churchman he never wavered in his loyalty to that body 
of Christian believers to which he had been so long attached. In Sabbath-schools and temperance 
organizations his voice was always heard in favor of earnest and progressive work. As a citizen he 



THE EDUCATIONAL HISTORY OF ILLINOIS 533 

believed in equal and exact justice to all. When the name "abolitionist" was a term of reproach 
in Illinois, he was not afraid to espouse the cause of the colored man and to insist that he should 
receive all the rights which the laws of the land vouchsafed to him. 

It was the privilege of the editor of this volume to have for many 3^ears a personal 
acquaintance with "Father" Roots. He was a large man physically and mentally. 
His marked individualit}^ always attracted attention. His fearlessness kept him 
on the firing line. He was by nature a pioneer. He could never compromise with 
wrong, however thoroughly it might be entrenched in public opinion. His outspoken 
denunciation of bad methods in the school, the church, the state, or in any other 
department of the social order, gave offense to those only who stood in the way of 
progress. He served as superintendent of schools in his county and was, in the days 
of his maturity and power, the most original and stimulating man of his time in his 
part of the State. 

ENOCH A. GASTMAN.* 

Enoch A. Gastman was born in the city of New York in 1834, on the loth day of June. He was 
the son of a sturdy Hollander, hence of Dutch descent on his father's side. His mother was Irish. 
The family removed to Illinois in 1838, and made their home near Bloomington on a farm. In 1851 
my parents moved into the same locality, where we soon became acquainted with the dozen families 
residing within the radius of a few miles. One of the pioneer farmers was this sturdy Hollander. 
He had encountered strange experiences. Born in 1801, he became a bootblack on a French man- 
of-war before he was eight. The Moscow campaign undid the great Napoleon and in the reduction 
of the fleet the bo}^ was sent to his home. But the sailor habit had taken him for its own. For 
almost twenty years he was at sea. He suffered incredible hardships, at one time being one of but 
five survivors of shipwreck. He with his comrades was for days afloat in an open boat in the stormy 
North Sea. How much the stories of his adventures maj^ have kindled the imagination of his boys 
I can not say. I can easily recall my own childish wonder when I saw him first, for I had heard of 
his visits to distant lands and of his hairbreadth escapes from the terrors of the merciless ocean. 

One can not imagine a more hospitable neighbor than this burly Dutchman. To be near his 
home and to neglect the courtesy of a call was to incur his manifest displeasure, and he was able to 
express himself in very forcible and equallv unequivocal terms. There were three sons in his home, 
of whom Enoch was the eldest. 

This young man was then seventeen years of age. He was tall, angular, and rather awkward, 
but of excellent parts and of fine repute through all the countryside on account of his manliness and 
exceptional reliability. He had a way of holding his head erect and of looking at some distant goal, 
as if he were native to the sea or to the sweep of the prairies. We have all noticed this habit in him 
many times and the extreme earnestness of his penetrating eyes when unrelieved by the light of his 
playful humor. I was always impressed by this peculiarity of expression, but when I learned the 
method of his life it was simple enough ; he had acquired from his sailor father the habit of guiding 
his course by the fixed stars. 

In the early forties a school district was organized in his locality and a small frame schoolhouse 
was erected by the people living in the district. A subscription school was taught for three or four 
months in the year and there Enoch was introduced to the formal methods of education. The house 
was rude enough. It was covered with undressed walnut lumber, sawed at the water-mill not far 
away — a mill which my father purchased a few years later, mainly for the purpose of preparing 
lumber for his own dwelling. 

It was at this little schoolhouse that he and I were fellow pupils in the winter of 1852-3. While 
he had the equivocal honor of being the biggest boy in school I have the distinct impression that 
I was the smallest. One Warren Coman was our teacher. He was a New Englander, I think, and 

*This sketch was prepared for a memorial service at the State Teachers' Association in 1907. 



534 THE EDUCATIONAL HISTORY OF ILLINOIS 

had charge of the school for several terms, although I had the enjoyment of his instruction for only a 
single winter. He was neat in his attire, precise in his manners, and must have been an excellent 
teacher. There we diligently conned our lessons in the three r's, stood up in a row to spell the words 
from the Webster spelling book, and spoke pieces on the Friday afternoons — selections from the 
reading books : 

"0, were you ne'er a schoolboy, 
And did you never train, 
Arid feel that swelling of the heart. 
You ne'er will feel again?" 

There were other familiar ones which the graybeard readers will remember. Who will say that we 
were not well employed? I can recall every one of them although I have not spoken them since, 
unless it may have been when Enoch and I, in reminiscent mood, were living over again the pioneer 
■days of our boyhood. 

On the 10th day of October, 1854, he began to teach school near the village of Saybrook, twentv- 
six miles east of Bloomington. The next year he was a student for a time at the Illinois Wesleyan 
University. In the year 1856-7 he taught two terms, aggregating nine months, in the village of 
Kappa, a few miles north of Bloomington. As this was my home I became his pupil and the old 
friendship was cordially renewed. It was while he was here that he made up his mind to give his 
life to teaching. 

He was the best teacher the little community had ever known and when his first term was com- 
pleted he was reemployed for a second and at his own price. It was a material advance over the 
first, for it required no little solicitation to secure him. He had extended his scholarship somewhat 
meanwhile, for he had been a term at Eureka College, and had decided to go on with his education. 
His response to the urgenc}^ of the call was an occasion of great joy to the bo)rs and girls of the village. 
Doubtless his salary would seem small when compared with the present standards, but it was extremely 
liberal for the time. 

It was an epoch-making experience for us who were his pupils. We parsed "The Elegy," and 
in doing so we committed it to memory. It was there that I learned it. It was not a mechanical 
drill, I am sure, for we loved the lines and responded to the pensive melancholy of the sentiment. 
But the main thing that he did for us was to enable us to locate some of those same fixed stars that 
his long vision had discovered. Many years after I tried to tell, in a story for a magazine, how one 
of my early schoolmasters stopped the fighting on the school grounds. I am not sure that he recog- 
nized himself at first. 

At the close of the second term he declined reappointment, for the new Normal School was to 
open its doors to students on the succeeding October and there he had determined to go. On the first 
day of the first term, with less than a score of others, he enrolled in the Illinois State Normal Univer- 
sity, the first school of its kind in the Mississippi Valley and but eighteen years younger than the 
pioneer Normal School, at Lexington, Massachusetts. 

Of his student days at the Normal School one of his classmates writes me; "The Enoch of later 
life was the Enoch of 1857-60, grown larger and stronger. There were no surprises in his develop- 
ment. His chief characteristics as a student were trustworthiness, caution, persistence and hatred 
of shams. I should not omit that good judgment which in practical matters gave him safe foundation. 
His success in his class work was much like that of his classmates. In this respect he would have 
stood higher but for the fact that he gave his Saturdays and other odd times to his duties as constable 
of his home township, bv which he was able to meet the expenses of maintenance at school." 

He finished his course in June, 1860, being the first of the graduates to deliver a commencement 
part in the new building, which was utilized for the first time for the closing exercises of the year. 

Shortly after graduation he was engaged as the principal of the primary grade in the thriving town 
of Decatur, and there he began his work on the 10th of September, 1S60. On the 12th of July, 1862, 
he was elected superintendent of the citv schools and principal of the high school, as has been stated. 
Eleven davs later he was married to Miss Peterson, as narrated on a previous page. He was the 
first superintendent and the first high-school principal. He continued to act in the latter capacity 



THE EDUCATIONAL HISTORY OF ILLINOIS 535 

until the high school became so large as to require a principal who could give it his whole time. He 
was superintendent until the close of the year 1906-7, having served without interruption for forty- 
five years. In all of that time but one vote was recorded as opposed to his election. 

It was his settled purpose to retire from the superintendency at the age of seventy, but the per- 
sistent solicitations of his school board and of the patrons of the school induced him to defer his 
resignation. He withdrew at the high tide of his usefulness and in opposition to the wishes of his 
em.plo3'ers. 

It was a notable career and paralleled by few others in the history of American education. Forty- 
seven years in the service of a single city and all but the first two at the head of the schools is a rare 
record. He never sought reelection. In every instance, with a single exception, it was unanimous. 
Once or twice efforts were made to defeat candidates for board membership who were known to be 
his friends, but he never uttered a word ; the people attended to the matter in a very positive way. 
In a recent letter, Mr. Roach, President of the Board, writes: " Mr. Gastman and I were good friends 
for forty years, and for the twelve years that I have been on this Board I flatter myself that I have 
had his full confidence, for which I feel proud. There is nothing but good to say of such a grand 
and noble character." Mr. Roach adds: "With perhaps the exception of one member, many years 
ago, the Boards have been uniformly harmonious, relations pleasant, discussions respectful, con- 
fidence full, integrity never doubted, motives never questioned. He hewed to the line no matter 
where the chips fell. He was to the school machinery like a great balance-wheel. His broad com- 
mon sense and good judgment of those he had to deal with enabled him to steer clear of all of the 
breakers." Another member of the Board writes in a similar vein. 

Mr. Gastman's traits were so clearly marked that his definition is very easy. 

First of all, he was a Person in the strict sense of that loosely used term. He had discovered 
himself and he was not afraid to look himself straight in the eye. He found something in himself 
that he respected and genuinely valued and he did not propose to do it violence nor would he permit 
others to do so. To him it was the most precious thing in the world and he preserved it inviolate 
to the end. That something was the sense of moral obligation. Rather than to disobey its voice 
he would walk alone. 

He was a plain man, plain in his speech, plain in his manners, and plain in his living. It was 
always easy to find out what he was about. He was never afraid to show his hand. And he never 
was confused as to his relationship to the public. Mr. Roach said: "He was more than willing to 
let the members of the Board assume all of the responsibilities, but was free to give advice when it 
was called for. He was always deferential to the members of his Board and seldom acted in matters 
that were likely to come before them without first consulting one or more of them." He regarded 
himself as employed by the entire communit}^ and considered it his duty to give to them an account 
of his stewardship. This he did in his reports, which were models of clearness. They were saturated 
with his personality 3''et they were mainly statistical. He did not print elaborate treatises upon 
pedagogy but exhibited in patient detail the expenditure of every penny of the people's money. He 
believed in the principle of publicity, and rigidly applied it to all of his dealings with the public. This 
sincere frankness and transparent candor contributed in largest measure to the esteem in which he 
was held by his people. They knew that they could trust him to tell them what was going on. 

The same quality of simple candor manifested itself with regard to knowledge in general. He 
was the least pretentious of men. Indeed, his modesty often led him to affectations of ignorance 
regarding matters of which he was profoundly wise. His large experience and plain, common sense 
made him a safe counselor, not only in educational affairs, but in all matters of practical concern. 
He was rather fond of making fun of the educational philosophers and of expressing some doubt 
as to whether they understood the meaning of their own terms, but he deceived no one who knew 
him. They had all found him out long ago and knew that he coveted most intensely any revelation 
that would make him of greater worth to the children, all of whom he loved. He was not a radical 
reformer, but he was a sane administrator. He built admirable schoolhouses and did it economically. 
He clung to what was good and would not throw it aside simply because it was old, yet he was always 
on the lookout for what was better in courses of study and methods of instruction. Especially was 



536 THE EDUCATIONAL HISTORY OF ILLINOIS 

he interested in nature study. He was one of those who greeted Agassiz at Penikese, in that 
memorable school of which Whittier wrote : 

"On the Isle of Penikese, 
Ringed about by sapphire seas, 
Fanned by breezes salt and cool. 
Stood the master with his school." 

It was a matter of course that nature would appeal to him, for he responded so spontaneously to 
simple reality. I have before me his earnest plea for its introduction into the schools as a regular 
study, and when I turn to the title-page of the magazine I find that it bears a date of more than thirty- 
six years ago. His recreations were in his gardens and with his bees. He loved the flowers which 
he so abundantly cultivated and the home was decorated with them from the early spring, when 
the crocus came, until the close of the season. "\^lio that ever visited his office in the season of flowers 
did not stop to admire the wealth of blossoming plants in the high-school yard ? 

His reputation for a conservative course hid some of his more radical departures from conven- 
tional methods. While we have for years been considering the advisability of reducing the course 
below the high school to seven years, he did it long ago and said nothing about it. In consequence, 
his high school was crowded to the doors and his eleven-year pupils went to all of the universities and 
held their o^\m mthout trouble along ■ndth the old twelve-year graduates. And this was his method 
generally. He left the talk to others and incorporated into his schools what commended itself to his 
cool and sane judgment. 

There were three other qualities that were well developed and that were genuinely characteristic. 
No one of them dominated his life to the suppression of the others, but they pla}-ed into each other 
in a most interesting and charming fashion. 

One of them was the exceedingly mirthful vein in his disposition. Perhaps it was an inheritance 
from his Irish naother. He was sensitive to the humorous aspects of situations and was extremely 
fond of the comedy side of life. He was a good laugher and loved to make others laugh. He looked 
for the relief that comes \\-ith the play of fancy as it festoons with its airy grace and delightful draperies 
the severer forms of reality. He knew that to the most favorably conditioned there will be at times 
enough to fill the stoutest heart with anguish. He felt that this "harp of a thousand strings" should 
often be unstrung. This quality made him a charming instiuite worker and explained no small 
part of his popiilarit\- A\-ith his teachers. Then it was of great value to him as an anteroom to which 
he would admit the stranger until he had measured him and found his message. It was an instinct 
with him to contribute to the personal happiness of those about him. Tacked to his desk, where 
he might ahvavs see it when at his work, was the familiar quotation from Henry Drummond: "I shall 
pass through this world but once. Any good thing, therefore, that I can do, or any kindness that I 
can show to anv human being, let me do it now, let me not defer it nor neglect it ; for I shall not pass 
this way again." 

Over against this quality was set the most tender sentiment ; an inclination to melancholy would 
not be too strong a characterization, perhaps. It turned him toward childhood, which he invested 
\Wth that dignitv and sacredness which ever}- true-minded teacher recognizes. He loved to repeat, 
in a striking way, "It is the will of the Father that not one of these httle ones shall perish." Few 
faces were so sad as his when he was absorbed by reflection. The young sculptor caught it and fixed 
it in the bust we unveiled many years ago in the high-school building. When I saw him thus buried 
in his thought I fancied that he was busy with the memories of his little girl and of the two manly 
sons, whose untimely passing so ■RTung his patient heart, and I stole awa}- in silence as one who finds 
himself, all imawares, in^•ading the sacred precincts of a sanctuary-. 

It was this side of his nature that made him capable of those personal relations \\'ith the friends 
who shared his inner life and many of them were his associates in the schools under his care. He was 
the friend of his teachers, and it was his settled policy to defend them so long as there was ground 
for a just defense. However intimate these relations might be, he never hesitated to express 
his dissent from \-iews that did not meet his approval. He was always perfectly free and frank in his 



THE EDUCATIONAL HISTORY OF ILLINOIS 537 

refusal to coincide with suggested policies that he deemed unwise, but it in no way chilled the ardor 
of his friendship. 

Here, too, was the realm of his religious experience, and he was deeply religious in the best sense. 
He made little of much that was written in the creeds and it would have been difficult for one who 
did not know him to determine his denominational preference. He was deeply impressed by the 
thought of the divine' immanence in all of the affairs of the world and the Man of Nazareth early 
won his unfaltering allegiance. 

A third aspect of his character was a certain sternness and rigor that added to his attractiveness, 
at least to those who love the truth and the true-hearted. As I have suggested, whatever ties bound 
him to others, he always reserved the right to walk alone. He answered so simply and so instinc- 
tively to the call of the right, as he saw the right, that there was no wavering or hesitation. As a 
member of the Board of Education of the State of Illinois for thirty-six years, and as chairman of its 
most important committee for a good part of that time, he was closely identified with the management 
of the institution with which I was connected for more than a third of a century. In consequence, 
there was a considerable period in which our business as well as our personal relations were more than 
ordinarily close; but the affectionate relations of a lifetime did not silence his dissent from any view 
that I might hold as to the policy of the institution, if it did not square with his good judgment. And 
so it was that no political party could count him in with any degree of certaint}^. It must sail by 
the chart and must be honest about it, too, if it was to have his name on its rolls. He was never a 
member of any educational clique, but was ready at all times to criticize the actions of any man or of 
any group of men, or to give, with equal freedom, his hearty approval. I do not mean that he was 
captious or contentious. He was serenely above all such littleness. He simpiv decided for himself 
in the light of what he believed to be ultimate and fundamental principles. He would not quarrel 
with men ; if he could not agree with them he walked apart and he did it good naturedly. The torch 
that showed him his path was lighted at a high altar and he kept it burning. 

And so he stood foursquare to all the world. You could tell the directions to the cardinal points 
by looking at him. He had none of the arts of the " Manager." He was too blunt for the delicate 
finesse upon which so many pride themselves. He had never taken on those extreme refinements 
which men call urbanity and which mark the man of society manners. I do not believe that they 
would have added to the impression which he made upon his community. People who are in daily 
contact with a man who is shaping the life of their town in significant ways soon learn his method 
and estimate it by the elements of genuine vitality that it exhibits, rather than by the clothes it wears. 
And he made a most profound impression upon the life of the city in which he lived for almost a half 
century. To take out of Decatur what he put into it would beggar it, indeed. 

I have spoken of his connection with the Board of Education of the State of Illinois. He was 
a member for thirty-six years, and for thirteen years was its president. It is my understanding that 
in all of these years he never missed a meeting. He was also President of the Board of Trustees of 
the James Milliken University. He was once president of the State Teachers' Association and was 
its senior member. He was present at its first meeting, in 1S54, and was rarely absent from the 
annual sessions. The only other member of the first meeting who still attends even occasionally 
is the venerable and honored John F. Eberhart, of Chicago. And he was also the best-known mem- 
ber of the Association. Everyone knew " Gastman of Decatur." The stalwart figure, the earnest, 
attentive listener, speaking only when he had something of worth to say and then with brevity and 
clearness and usually with a touch of genial humor that brought the answering smile or rippling 
laughter — years and j^ears and years had made them all very familiar to the schoolmasters 
of Illinois. 

While a good share of the joy of life came to him, for he had a sunny temper, he was a man of 
many sorrows; yet he bore them with a fortitude that was heroic. Few men have been more sorely 
afflicted, yet he uttered no complaint. 

I had thought to speak of his home life, so cheery and so gracious and in such fine accord with 
the kindred spirits there ; but I will not cross the threshold that separates the inner temple from the 



538 THE EDUCATIONAL HISTORY OF ILLINOIS 

outer court. Many of us were privileged to know it and all can anticipate the words that press for 
speech. 

He was not old, but he was impressed with the thought that he was soon to go away. He was 
under the shadow of the apprehension when I last spoke with him. We looked to see him sit for 
vears contentedly among the sheaves in glad content before the final call of fate. He told his pastor 
his simple wishes as to what should be done when he had no voice, and he confided to his loving wife 
the names of a few friends to whom the quick and fateful message should go if the end should come 
unexpectedly. 

I have spoken of Mr. Gastman's first marriage. On the 25th of August, 1864, he was married 
to Caroline Smith Sargent, of Decatur. On the 25th of April, 1868, they lost their little daughter. 
She would have been three j^ears old in another month. On the 24th of July, 1893, their son Win- 
throp Enoch gave up the hopeless struggle with the "white plague." He would have been twenty- 
five in a few days. He had won university honors and was getting on in the world after the desire 
of his parents. Before another month had passed, their last boy, Floyd Agassiz, almost nineteen, 
joined his brother behind the veil. Like Winthrop he had chosen a university career. On the 3d 
of April, 1904, the strong, brave woman, who for forty years had shared his joys and sorrows, laid 
down the burden of life and entered into the rest that comes to the saints of God. They had grown 
strangely alike in their long and close companionship. Two daughters survive: Elizabeth Gastman 
Powell, a dweller on the west coast, and Louise Gastman Goben, who lives in eastern Illinois. 

On Christmas Da3^ 1905, Mr. Gastmgin was joined in marriage to Miss Belle Hobbs, of De Kalb. 

Upon his retirement from the duties of his office he indulged a taste for travel. In the night, 
in a distant city, without warning, with no one near that he knew except his faithful wife, like the 
sudden blowing out of a taper, the end came, and he was gone. As was said of the great master whom 
he met and loved at Penikese, 

"Where the eves that follow fail, 
On a vaster sea his sail 
Drifts beyond our beck and hail." 

He was borne to the scene of his life-work, and covered with the flowers that he loved, he was 
laid to rest. 

It was a fine life ! The record of his deeds will forever adorn the pages that recount the service 
of the schoolmasters of Illinois. — ^J. W. C. 

P. R. WALKER. 

In the land of the Winnebagoes, on the pleasant prairie river, the Rock, is the 
beautiful city of Rockford. Its school system reaches back to an early period in 
the history of the State. At the head of its schools is one of the veteran teachers 
of Illinois. 

P. R. Walker was bom July 1, 1835, in Brooklyn, Connecticut. He had a com- 
mon school education, which was gained by going to school winters until he was fifteen 
years of age. The summers were devoted to work on the farm. He then entered 
West Killingly Academ}^ for winter schooling, still devoting his summers to manual 
labor. This he did until he was seventeen, when he taught his first school. It was 
a winter school, but the following }'ear he devoted to teaching. These were district 
schools of the_ New England variety. At the age of twenty he came west and settled 
with his parents in Ogle county, Illinois. Here he taught a district school for the 
two following winters. 

In i^pril, 1858, he entered the Illinois State Normal University, at Normal. 
This was the second vear of the life of that notable institution. There he became a 



THE EDUCATIONAL HISTORY OF ILLINOIS 539 

pupil of Charles E. Hovey and Ira Moore and Edwin C. Hewett and Samuel Willard 
and Dr. Edward R. Roe — and they were men of the sort to win his high esteem. 
Others came before he was through with the school and made their impression upon 
his life. Especially was this true of Leander H. Potter and Joseph Addison Sewall. 

He graduated in June, 1861. There were but eight in his class, but six of them 
were men. Five of the six entered the army and the sixth would have done the same 
if the doctors had been willing to let him in. Two of his five male classmates became, 
like himself, eminent as teachers. One of them was of national repute — Gove, of 
Denver, as he was familiarly known from one sea to the other. Another was on the 
way to a national reputation when he dropped out of line and was laid to rest under 
bowers of roses on the Santa Cruz hills in California. This was Henry Norton, 
poet and sage. 

Mr. Walker taught eleven months at Creston, Illinois, before entering the army. 
He enlisted as a private in Company K, 22d Illinois Volunteers, on the 12th of 
August, 1862. He was promoted to 3d sergeant September 24, to 2d lieutenant 
April 26, 1863, and to 1st lieutenant May, 1865. He had commanded his company 
one year before his last promotion because of the absence of his captain. He was 
in the battle of Chickamauga, on the march to the sea through the Carolinas. He 
was discharged July 10, 1865. 

On the 12th of August, 1865, he was married and began teaching at Creston the 
first of the following October, as principal of the village schools. He taught there 
seven years. In August, 1872, he was called to the principalship of the schools at 
Rochelle where he remained for twelve years He was then called to the superin- 
tendency of the Rockford schools, where he has now been for nearly twenty-eight 
years. 

In 1883 Mr. Walker was appointed a member of the Board of Education of the 
State of Illinois, the governing board of the Illinois State Normal University, and is 
now serving his twenty-ninth year in that capacity. Since the death of E. A. Gast- 
man he has been the president of the board. 

Mr. Walker's interest in school work has steadily increased with his years of 
service. There is no more diligent student of education in charge of schools in the 
State. The reputation of the Rockford s^^stem has gone abroad with its increase 
of numbers. Its high school is the pride of the city, and its elementary schools are 
similarly esteemed. The management has been extremely sane and steadily pro- 
gressive. 

It is difficult to write of the regard in which Mr. Walker is held by the school 
people who know him without seeming to be given to extreme praise. His trans- 
parent honesty is equaled only by his simplicity and unpretentiousness. He was 
one of the few leaders who on all suitable opportuuities pressed the demands of 
Northern Illinois for a Normal school. He was chairman of the legislative com- 
mittee of the Northern Illinois Teachers' Association for year after year, and kept 
the idea before the people in that portion of the State and as well before the members 
of the General Assembly, at Springfield. As is stated on another page, when the 
institution was finally a reality he was remembered by the Association and cordially 
thanked for his faithful and efficient service. 



540 THE EDUCATIONAL HISTORY OF ILLINOIS 

JOHN WILLISTON COOK. 

Mr. Cook was bom near Oneida, New York, on the 20th of April, 1844. He is 
the son of Harry Dewitt and Joanna Hall Cook. His parents emigrated to the wilds 
of Illinois in 1851 and located on the line of the projected Illinois Central Railroad, 
twelve miles north of Bloomington. They were people of superior intelligence and 
made a careful study of the topography, climate, and other natural features of the 
State, so far as they were able to do so with the literature at their command. Mr- 
Cook had watched with great interest the progress of the bill in Congress which 
Senator Douglas had championed, and which provided for the construction of the 
road. When its passage was assured he determined to seek the undeveloped West, 
locate on the line of the new road, and take, part in the building of a great common- 
wealth. 

He was a carpenter and became a contractor and builder. Upon his arrival he 
engaged in the construction of trestles and bridges for the railroad people, and when 
the trains were ready for service he became a station-master, and grain-dealer, and 
also purchased and developed a tract of the prairie land which was then purchasable 
at three or four dollars an acre. 

He was twice a member of the General Assembly, served thirty-nine months 
as a cavalry officer in the army and was, at the time of his death in 1873, chairman 
of the State Railroad and Warehouse Commission. 

The subject of this sketch had the stimtilation that comes from a father who 
was a man of affairs and a mother who had been a school-teacher and a lover of books. 
Although the schools were not numerous there were some of them that were excellent 
in quality, and the one in the village which was his home enjo5^ed the instruction of 
Enoch A. Gastman and others of his kind along with some that were less deserving 
of praise. It is enough to say that an opportunity was offered to secure a good 
elementary education along with a little Latin, some elementary astronomy, the 
beginnings of algebra, a fair grasp of English, and especially was there available 
a fair library of well-selected books. The home was quite well supplied with good 
literature and with the supplementing of its stock by a smiall public librar}^ there 
was enough to enable one who inclined to books to become fairly familiar with the 
leading American writers of the time. 

In addition to the school there was office work at the station, farm work in the 
summer — and it was greath* preferred — and there were political gatherings in 
which the all-absorbing question of slavery or freedom for the new States was ardently 
discussed. There was much to stimulate intelligence and to interest one in the 
serious problems of social and political life. 

In 1862 he entered the Illinois State Normal University. There was no especial 
thought of becoming a teacher, but the school was but a few miles away and its 
repute had become a matter of quite general intelligence. Once in the school and 
interested in its work the rest came about as a matter of course. His entrance 
coincided with the beginning of the administration of Richard Edwards as president. 
Mr. Cook has often remarked that some kind fate must have led him where he came 
into the closest personal relations with that noble and inspiring character and his 



THE EDUCATIONAL HISTORY OF ILLINOIS 541 

devoted associates. It was not long before the influences of the institution deter- 
mined his career for him. 

Graduating in 1865 he began his professional career as principal of the public 
schools of the village of Brimfield, in Peoria county. The class of 1865 turned out 
to be a teachers' class, as it has the longest average record of any of the fifty-three 
that have left the institution. It numbered but eleven from the Normal department, 
but all became teachers and two of the class have taught continuously since 1865 — 
Dr. Burrell, of the University of Illinois, and the subject of this sketch. Mr. Cook 
remained but a single year at Brimfield, being called the next year to a position in 
the training school of the institution from which he had so recently graduated. 
There he remained for thirty-three years — two years in the training school, one 
year as teacher of geography and history in the absence of Professor Hewett, seven 
years as teacher of reading, fourteen j^ears as head of the department of mathematics, 
and nine years as president. 

In 1899 he was called to the presidency of the Northern Illinois State Normal 
School, one of the two new schools that were the product of what has been designated 
in this history as "the new Normal school movement." He is now completing his 
thirteenth year at the head of that institution. 

Mr. Cook is the author with Miss N. Cropsey of a series of arithmetics, has been 
for mam^ years a member of the National Council of Education, has been president 
of the State Teachers' Association, president of the Normal Department of the 
National Education Association, president of the same association, and has been 
a lecturer on educational themes for more than forty years. He has also been con- 
nected with other educational organizations, his life having been spent in school 
work. He was for more than six years engaged in educational journalism, first in 
the seventies and afterward in the middle eighties, and is a constant contributor to 
educational periodicals. He has led a busy life, but declares that if he had an oppor- 
tunity to repeat it he would above all other professions choose that of the teacher. 

In 1867 Mr. Cook was married to Miss Lydia F. Spofford, of North Andover, 
Massachusetts. Mrs. Cook is a sister of Mrs. Charles E. Hovey, wife of the first 
president of the Illinois State Normal University, of the wife of Major Aaron Gove, 
who was for thirty years superintendent of the Denver schools, and she is a daughter 
of an old Nantucket schoolmaster who is still remembered on the island by a few of 
the oldest residents. Mr. and Mrs. Cook have one daughter — Mrs. Henry Gordon 
Gale, of Chicago, a writer of Greek stories for children — and one son, John Loring 
Cook, a voice teacher in the same city. Mr. Cook is probably the dean of the 
Normal school presidents, having been engaged continuously in Normal school work 
for, forty-six years without a vacation. 



542 THE EDUCATIONAL HISTORY OF ILLINOIS 



CHAPTER XXIV. 

SOME INTERESTING ITEMS 

ILLINOIS' FIRST SCHOOL 

THE Daily A'Civs of December 3, 1906, coiitained an article from which the 
following extracts are made. 
" Cahokia, the quaint little 'deserted village,' way doAvn in St. Clair 
count}^ almost on the banks of the Mississippi, is now claimed as the cradle of the 
gi-eat free-school s^'stem of Illinois, by members of the Chicago Historical Society, 
who have broitght to light an old document dated May 6, 1794, in which the citizens 
of Cahokia request 'the judges of the honorable court of Cahokia" to allow them to 
hold their first public school in the courthouse. The old courthouse, said to be the 
oldest in the West, and now on Wooded Island, in Jackson Park, was the scene' of the 
recent handing of commissions to the judges of the Municipal Court. 

" The old document which fixes the time of the founding of Illinois schools was 
discovered a few A\'eeks ago after it had been hidden from human eyes for almost 
a hundred years. It is written in French. Translated, it reads as follows: 

" To the Gentlemen, the Judges of the Honorable Court of Cahokia: 

"The inhabitants of the parish of the Holy Family of Cahokia have the honor to express to you 
at their assembh- that they have the desire to establish a school at their said parish (or to^\^l) for the 
instruction of their children. 

"As they are obliged to do many necessary public works in the parish, they can not at once under- 
take the construction of a building to hold the said school, so these representatives ask you gentlemen 
to allow them to hold the said school in the audience room of the courthouse until the\- construct 
a building which will oblige all the inhabitants whose children have their instruction in the school, 
and, in which case, should there arise any defacement of the said audience room, they will leave it in 
the best condition which you judge necessary and proper. 

"That is why they supplicate you to accord them this request as being necessary for the public 
good. In this cause the}- submit themselves to your good will and have the honor to be, ver}- 
respectfully, 

"Your very humble and very obedient servants, "Louis Sebrun. 

"Cahokia, G May, 1794. "Louis Gr.wd." 

" This, according to the historians, was the first request for a ptiblic school in 
Illinois after the Revolutionary War, when, under our first laws, one section in each 
tOA^iship was set aside for school putposes." 

NATHANIEL POPE. 

Those who are interested in education — and who is not? — should gi-atefully 
remember Mr. Nathaniel Pope, the ten-itorial delegate in Congress wlien the enabling 
act for the admission of the State was passed. To him belongs the honor of having 
secured an ameridment to the bill, chanoin"' the northern boundarv of the State 



THE EDUCATIONAL HISTORY OF ILLINOIS 543 

from a line running east and west from the south end of Lake Michigan to the present 
hne of 42°, 30'. That was enough to give him a permanent place in the annals of 
the State, but it is not so generally known that on the same day he succeeded in 
getting another amendment to the bill which secured for the schools the foundation 
of a generous part of our present school fund. 

When several of the States were admitted to the Union they had within their 
territory large amounts of unsold public lands. Congress was generous and it was 
the custom to grant to the States some portion of the proceeds of these lands. Thus 
Ohio and Indiana received a five per cent gift of that character and elected to have 
it expended on canals and public roads. In imitation of these States such a pro- 
vision was put into the bill providing for the admission of Illinois. Mr. Pope moved 
to insert, instead of the provision, an amendment which reserved three per cent for- 
the uses of schools instead of expending them on roads. 

There was no opposition to the change and it therefore became a part of the 
Enabling Act. This action secured the School Fund Proper and the College Fund, 
for one-sixth of the three per cent was reserved as a college fund. Two per cent 
was retained for roads and canals, but it has disappeared, as Mr. Pope predicted. 

SOME EARLY WORKERS. 

In the twenties and the thirties there were among the workers for a S5^stem of 
free education Edward Beecher, Julian M. Sturtevant, Truman M. Post, Theron 
Baldwin, William Kirby, Samuel Adams, John Adams, Elisha Jenny, Asa Turner, 
Jonathan B. Turner, John F. Brooks, Hon. Samuel D. Lockwood, Rev. J. M. Ellis, 
Rev. Albert Hale and Judge William Brown. Most of them were called to Illinois 
by the founding of Illinois College and the Jacksonville Academy for the education 
of young women. The student of this period is constantly encountering these names. 

JACKSONVILLE ASSOCIATION. 

In 1833 there was formed in Jacksonville the Ladies' Association for the Educa- 
tion of Females. The women who were responsible for this philanthropic enterprise 
were moved to attempt it because they saw the daughters of the pioneers growing 
up in ignorance. The schools were few and miserable in quality and it was impos- 
sible for the great majority to send their young women to the distant East from which 
many of them had come. Moreover, these women were closely identified with the 
men who had founded Illinois College and they were moved by the same fine spirit. 

The first article of the constitution reads as follows: 

" This association shall be called ' The Ladies' Association for Educating Females, ' 
the principal object of which shall be to encourage and assist young ladies to qualify 
themselves for teachers." 

The plan was undertaken in the largest spirit, all denominational differences 
being ignored. Although the main object was the education of teachers, because 
of the crying need for such workers, yet there was no obligation on the part of those 
who received help to become teachers. 

Neither was there any obligation to refund the money which the beneficiaries 



544 THE EDUCATIONAL HISTORY OF ILLINOIS 

received. Some did make returns in order that others might receive what they had 
received. The first year five were aided. The third year forty-five were helped in 
various parts of the State. And so the good work went on. Money was raised in 
various ways. The association did not get a large amount, but it was used so care- 
fully that large returns were realized. Fifty years had passed when Mr. Pillsbury 
wrote the account of the organization and work of the association. It had then dis- 
bursed about $25,000, but it had aided twelve hundred young women to get an edu- 
cation. The original officers were Mrs. John Tilson, Hillsboro, president; Miss Sarah 
C. Crocker (afterwards Mrs. Elihu Wolcott), Jacksonville, vice-president; Mrs. 
Theron Baldwin, Jacksonville, secretary; Mrs. H. Batchelder, Jacksonville, treasurer. 

MONTI CELLO SEMINARY. 

As an illustration of the early interest taken in the more liberal education of 
women Monticello Seminary is an admirable example. It was founded in 1838 and 
was opened on April 11 of that year. It was located near Alton, at a town now known 
as Godfrey, where it still continues its beneficent work. The founder was Capt. 
Benjamin Godfrey, from whom the town doubtless takes its name. The first prin- 
cipal was Rev. Theron Baldwin. Considering the time, the gifts were extremely 
liberal, amounting to more than $50,000 in addition to a land gift of fifteen acres. 
Miss Philena Forbes succeeded to the principalship in 1845 and continued in that 
position for twenty years. 

Monticello Seminary seems to have escaped the starving time through which 
so many educational institutions seem predestined to pass. It has always been 
prosperous. 

"WHITE." 

From what has been written of conditions in Illinois in the early years of state- 
hood it would be expected that the word "white" would frequently appear in the 
statutes. With a strong pro-slavery sentiment in many parts of the State it was 
inevitable that the color line would be sharply drawn in all matters relating to social 
life. As the school can not recognize caste in the presence of knowledge, where all 
must take their rank from their capacity, the only satisfactory solution of the educa- 
tional problem, for those who regarded the negro as foredoomed to servitude and 
racial inferiority, was the separation of the whites from the blacks in the manage- 
ment of the public schools. 

Section 1 of the school law of 1825 declares that "there shall be established 
a common school or schools in each of the counties of this State, which shall be 
open and free to every class of white citizens between the ages of five and twenty-one 
years." 

During the succeeding thirty years there was not an attempt to expunge the 
ever recurring "white" from the statutes. The first free-school law, the "Law of 
'55," as it is familiarly called, made no effort in that direction. Section 84 provided 
that in townships where there were persons of color the board of education should 
allow such persons to withdraw from the school fund the amount which they had 
contributed. They were counted in the enumeration by which the amount of the 



THE EDUCATIONAL HISTORY OF ILLINOIS 645 

State fund was distributed, and the township, therefore, profited by their presence 
as much as would have been the case if they had been as white as the snows of winter. 
If they had been allowed to use their share of the State fund as well as what they 
had personally contributed, they might have been able to do something in the edu- 
cation of the young of their race. It is another instance of the inhumanity of man. 

The Constitution of 1870 was the first to contain an educational article. Its 
sections have been quoted. It is enough in this connection to remind the reader 
that it declared that the advantages of the schools are to be enjoyed by all of the 
children of the State. "White" is at last eliminated from the fundamental law of 
the land. Henceforth the child of the black man is to receive the advantages of the 
public schools as well as the child of the white man. 

This does not mean that there are to be mixed schools in all of the counties of the 
State. It simpty means that there is no longer a barrier to one's education because 
of the shadow on his face. 

Where there were colored children enough to constitute a separate school it has 
been the general policy, especially in southern Illinois, to segregate such pupils. 
This has not always been satisfactory to the negroes. It has sometimes meant 
inferior accommodations and poor instruction. In consequence, the matter has 
occasionally found its way into the courts. It has been very difficult at tim^es to 
bring the question fairly before the courts on its legal aspects. There has been 
such a degree of sensitiveness on the part of the whites as to lead the courts at times 
to obscure the issue and to render decisions on minor points and generally against 
the blacks. 

The most interesting case of this character with which the writer is familiar is 
that of Scott Bibb, a colored man residing in the city of Alton. About 1896 two 
new school buildings were erected which were occupied exclusively by colored chil- 
dren. Previous to that time the schools were mixed, being attended by both blacks 
and whites. The children of Scott Bibb had been in attendance near his place of 
residence. Upon presenting themselves for admission at the beginning of a term 
they were refused the privilege of attendance at that school and were directed to 
go to a distant school where only colored children were admitted. The matter was 
taken into the courts by Bibb and an attempt made to gain for his children the 
privilege of attendance at a school near their home. 

The petitioner was beaten again and again, and the case dragged on for some 
ten years. The active attorney for the petitioner was John J. Brenholt, of Alton. 
Five times the case was tried and the petitioner beaten in the lower court. An 
appeal was taken to the higher court in each defeat and the plea maintained and the 
case remanded to the lower court for retrial. At last Mr. Brenholt had the satis- 
faction of securing justice for his client. 

CIRCUIT SCHOOLS. 

In the early thirties they had circuit schools in Bond county. A teacher would 
work from eight to twelve in one school and would then go to another which he would 
teach from two to four that afternoon and from eight to twelve the next forenoon. 
He would then return to the first school and repeat the formula. Another method 

35 



r> Ul THE EDUCATIONAL HISTORY OF ILLINOIS 

that was applicable A\hon iho schools avoiv too far apart for tlio first plan was to go 
from ono to another at noon and remain for two or three days and then retin'n io the 
tirst or go on to a third. An advocate of the plan makes four points in its favor: 

1. Tan-o .neighborhoods can thiis get along witli one teacher, when neither is able 
alone to maintain a teacher. 

2. The scarcity of good teacJun-s makes it a great adwmtagc wlicn one snch 
teacher can accommodate two eommimities. 

3. Snch a plan cuts tuition and thus enables poor people with large families to 
secnre something in tJie wa>- of edncation for their children. 

4. Where the diildren are large enough to help in the labor of the farms they 
can work a part of the time and go to school tlic remainder, thus securing an educa- 
tion, helping their parents, and acquiring habits of industry. 

It was claimed, as it has been in these latter days for half-day schools, that the 
children made givater progress than in the full-time schools. 

EARLY SCHOOLS IX ALTOX. 

It has been claimed that the first free schools were establis.hed in Alton, as was 
stated in an earh' page in t,his record. Hon. Ninian W. Edwards makes a claim 
for tJiat city and pnits the date as early as 1821. It is certain that there Merc schools 
there very early. 

Mr. "W. T. Norton, of Alton, a most painstaking and accm-ate scholar, sends 
the following: "In November. 1S81, a preparator)- school was opened by a Mr. 
Davis in a room over a store on Second street. In Januar>-. lSo2, tliis school was 
amplified into the 'Alton Seminary." and in January, 1833, was removed to a new 
two-story building on Second street, near Alton. The plan of this school introduced 
fortr distinct departnients and is belicN-ed to lun^e been the first school in Alton. 
Davis died about 1S34. 

"On September 4. 1832. an institution of the same name was opened in Upper 
Alton, tinder the care of Rev. Hubbel Loomis. As has been said, this was the 
beginning of ShurtlcfF College. The remo^•al of Rock Spring Seminar)- to Upper 
Alton in 1832 has beeii luited. 

"In 1833 or 1834 Abel R. Corbin kept school \n a log house at the junction of 
Second and Third streets. He removed to St. Louis about 1833 or 1834. 

" The charter adopted by the cit>- of AltoTi in 1837 provides for the establisliment 
and maintenance of free schools. 

" The first action of t.he council ^\ iih regard to schools seems to l^ne been taken 
in 1842, when William Martin. Dr. B. F. Edmunds and B. B. Barker were appointed 
a school committee. 

"On July 3. 1843. the city council, on motion of Dr. B. K. Hiuit. purchased 
Block 19 for school puii-jioses. The price was S200. but Judge Nathaniel Pope 
donated SlOO of the price. With this begaii tlie history of the public schools in 
Alton. 

"In 1846 an Englishman by the name of Smith began a school in the basement 
of the Episcopal church and continued it to 1855. He had pre^^ously taiight in 



THE EDUCATIONAL HISTORY OF ILLINOIS 547 

SiuTcy county, England, where he had four sons of Captain Marryat, the novelist, 
under his charge, and also a son of Lockhart, Walter Scott's son-in-law." 

FOWLER INSTITUTE. 

Among the early settlers of Newark, Illinois, were Horatio Fowler and his family, 
who came from Canada. In the family were two sons, Charles and Henry. Charles 
graduated from an Eastern college, entered the ministry, became distinguished 
as a preacher, president of Northwestern University, and bishop of the Meth(jdist 
Church. Henry became a physician and lived for many years in Newark. In 1855 
he built the Fowler Institute and the first school started in the Institute in the fall 
of that year. The building was about forty by fifty feet, was three stories high, and 
had two large schoolrooms and a recitation room. The upper story was a dormi- 
tory. In those days there were no "accredited" high schools and this institution 
met a need that was keenly felt. Miss Jemima Washburn, a woman of fine education 
and sterling qualities, had taught a private school in Newark, and she and her brother, 
Rev. Sanford Washburn, were the first teachers. Miss Washburn went to Clark 
Seminary, Aurora, and other teachers followed, among whom were Rev. John Higby 
and Professor Wilmarth. 

This school was established for the purpose of exerting a Christian influence in 
the community. There were two saloons in the village, but they soon disappeared 
and for fifty years no intoxicating drinks have been sold openly in the town. In the 
ante-bellum days the school was loyal to the core and was the active disseminator 
of anti-slavery doctrine. In April, 1861, when Beauregard opened his batteries on 
Fort Sumter, the enlistment of a company was immediately started in Newark. 
Among the very first to sign the muster roll was Benjamin Adams, a Fowler Institute 
boy. Professor Wilmarth shook him by the hand saying, "Trust in God, but keep 
your powder dry." Adams was killed at Vicksburg, as were many other brave boys 
of the Fowler Institute. 

The Institute was at its best about the time that the war closed. At its head 
was Alexander J. Anderson, a Scotchman, born on the Atlantic while his parents 
were coming to America. He was a graduate of Knox College and was a man of 
genuine character. He was succeeded in the principalship by Mr. Poore, Rev. 
John Burns and others. In the fall of 1880, while Mr. Brower was in charge of the 
school, the building was destroyed by fire and was never rebuilt. For this section 
of the country Fowler Institute was an important seat of learning. 

The annual circular issued in 1866 shows a faculty of five teachers, one of whom 
was Miss Sarah E. Raymond, for several years the suioerintendent of the city schools 
of Bloomington, Illinois. It shows that the Institute was chartered in 1867, and 
that it had a course of study equal to a modern superior high school. Its main 
office was to fit for college. 



BIOGRAPHICAL 



Francis Grant Blair 



FRANCIS GRANT BLAIR was born October 30, 
1864, at Nashville, Illinois. He is the son of Will- 
iam and Mary Jane Blair, the former a native of 
Missouri and the latter of Tennessee. He graduated 
from Illinois State Normal University in 1892 ; Swarth- 
more College, 1897; was a Fellow at Columbia, 1899. 
His early education was secured in the Jefferson county 
country schools and at Mt. Vernon, Illinois, high school. 
He took one year of post-graduate work in the School 
of Pedagogy, Buffalo, New York. His teaching record 
is as follows : Countrj' schools, two years ; principal 
graded schools, six years ; principal Franklin School, 
Buffalo, New York, two years ; superintendent training 
department, Eastern Illinois State Normal School, seven 
years ; Superintendent Public Instruction, State of Illi- 
nois, since 1906. Mr. Blair is a member of the National 
Education Association, of the Illinois State Teachers' 
Association, of the Illinois State Teachers' Reading Cir- 
cle, of the National Society for Scientific Study of Edu- 
cation and of the Illinois Schoolmasters' Club. He is a 
member of the Methodist Episcopal Church. He was 
married in 1898 to Lillian Cayton, of Leroy, Illinois. 
Mr. and Mrs. Blair have two boys. Mr. Blair has been 
a prolific writer, being author of numerous monographs 
on various phases of education. 

Mr. Blair has won marked distinction as an e.xecutive 
officer. He has increased the equipment of the State 
office by additions to his working force and will add 
other features in the near future that will still further 
greatly enhance its effectiveness. Never before in the 
history of the Department of Education was it so deter- 
mining a factor in the educational policies of the State. 

Mr. Blair is a remarkable public speaker. No other 
face is so familiar to the school people. He spends a 
considerable portion of his time in the field. His dis- 
cussions of public questions are interesting alike to lay- 
men and specialists. He is unsurpassed in his ability 
to employ simple illustrations out of the lives of the 
people in illuminating the more technical subjects that 
are involved in any thorough-going treatment of so com- 
prehensive a theme as popular education. 

Mr. Blair recognized at once that the neglected factor 
in our modern education is the one-room country 
school. He, therefore, selected for his assistant in that 
field of effort a highly competent e.x-county superin- 
tendent of schools. A plan for school standardization 
was adopted and a careful canvass of the rural schools 



was undertaken. Districts reaching the requirements 
were awarded a diploma certifying that their school 
plant is of such a character as to meet the approval of 
the State Department. This means that the house, the 
furniture, the system of heating and ventilation, the 
decorations, the grounds and out-buildings are excellent 
in design and condition. 

Other notable achievements of his administration were 
the authorization by the Forty-fifth General Assembly 
of an Educational Commission to study the public school 
system of Illinois and the laws under which it organized 
and operates, and report its findings to the next session 
of the legislature. It carried an appropriation of $10,000. 
Each subsequent session has appropriated $5,000 for the 
completion and publication of the findings and recom- 
mendations of the Commission. 

Its greatest work was the codification of the entire 
school law, reducing its volume one-third and eliminating 
obsolete parts, and the harmonizing of the contradictory 
passages and the clearing up of confused and ambiguous 
sections. 

It recommended to the Forty-sixth General Assembly : 

1. The adoption of this new code. 

2. A State Board of Education. 

3. A new certificating law. 

4. A new classification of counties and a new salary 
schedule for county superintendents. 

5. Fourteen amendments. 

Of these recommendations, the code, the county super- 
intendents' salary act and some of the amendments have 
already been enacted into law. The Forty-seventh Gen- 
eral Assembly combined the State Board Bill and the 
certificating bill and in that form it passed the Senate 
and reached third reading in the House. 

The Commission has studied the question of practical 
education and formulated a report to the legislature sug- 
gesting changes in the method and matter of public 
education, courses of study covering the subjects of 
agriculture, manual training and domestic science, and 
such new legislation as seemed necessary to provide 
needed revenues and better prepared teachers. 

Mr. Blair has large purposes with regard to public 
education. He has achieved a notable success in the 
administering of his exalted office, but there still awaits 
him the accomplishment of still greater reforms which 
he is sure to achieve. 



551 




c 



^lL.Q14v 




"U^^X. 



U. J. Hoffman 



MR. HOFFMAN l,..<„ii i.,~ ....c.r .,_, .> teacher in 
1878 in a country school in Putnam county, 
Indiana. After one year of service here he 
became principal of a three-room school at Cloverdale 
in the same county. He remained there two years. His 
work ;i- ;ri iii-iitut.- !n'Ir',;ct jr attracted the attention 
cf D' >ir in De Pauw Univer- 

ng chosen vice-president 
-!:"Ora, Illinois, of which 
•v['l '\-i.- !.'.'■(.'■ lacut. Flere he remained for 
;u jiaving the opportunity of helping to build 

up this school from seventy-tive students in attendance 
to three hundred and fifty. A superior order of young 
people were attracted to this school who now occupy 
positions of great usefulness in the world's work. 

In 1886 Mr. Hoffman was chosen the first president 
of Harvard Collegiate Institute at Fairfield, Illinois, 
where he remained for-cthree years, building up a pros- 



perous schi 



'n 



S90 he wi 



spent three yeisi - m pulili. 
Illinois he became connect 
Marseilles, serving mi, 
county superintendent 
in 1S94. He devoted hin. 
school, put into operatio'i 
graded the schools so that thcj 
larly and systematically as do the e:' . 
county was one of the first in Illu, 
formity of text-books aiid to graduate ji 
eighth grade in the country schools, 
libraries were establislicd in every coun' ' 
as many as two thousand pupils earnt 
Illinois Pupils' Reading Circle annua',' 
to be a candidate for reelection for 
1906, and was appointed Assistant 
Public Instruction in 1907 by Hi: 
given the work of Supervisor "f ■ 
rhis capacity he i- 



', to 

; of 

;ted 

nty, 

itry 

idy, 

gu- 

alle 

ini- 

the 

. ool 

md 

in 

ned 

11 in 

lit of 

. and 

s. In 





vc 



'p-^ih^ 



U. J. Hoffman 



MR. HOFFMAN began his career as a teacher in 
1878 in a country school in Putnam county, 
Indiana. After one year of service here he 
became principal of a three-room school at Cloverdale 
in the same county. He remained there two years. His 
work as an institute instructor attracted the attention 
of Dr. T. J. Bassett, a professor in De Pauw Univer- 
sity, which resulted in his being chosen vice-president 
of Jennings Seminary, at Aurora, Illinois, of which 
Doctor Bassett was president. Here he remained for 
five years, having the opportunity of helping to build 
up this school from seventy-five students in attendance 
to three hundred and fifty. A superior order of young 
people were attracted to this school who now occupy 
positions of great usefulness in the world's work. 

In 1886 Mr. Hoffman was chosen the first president 
of Harvard Collegiate Institute at Fairfield, Illinois, 
where he remained for three years, building up a pros- 
perous school. In iSgo he went to Florida where he 



spent three years in public school work. Returning to 
Illinois he became connected with the public schools of 
Marseilles, serving one year, when he was elected 
county superintendent of schools of La Salle county, 
in 1894. He devoted himself especially to the country 
school, put into operation the State course of study, 
graded the schools so that they did the work as regu- 
larly and systematically as do the city schools. La Salle 
county was one of the first in Illinois to secure uni- 
formity of text-books and to graduate pupils from the 
eighth grade in the country schools. Good school 
libraries were established in every country school, and 
as many as two thousand pupils earned diplomas in 
Illinois Pupils' Reading Circle annually. He declined 
to be a candidate for reelection for a fourth term in 
1906, and was appointed Assistant Superintendent of 
Public Instruction in 1907 by Hon. F. G. Blair, and 
given the work of Supervisor of Country Schools. In 
this capacity he is serving at the present time, 1912. 



553 



STATE SUPERINTENDENTS 




NiNiAN W. Edwards, 
185410 1857. 



Portrait Not Obtainable. 



William H. Powell, 
1857 to 1S59. 




Xewton Batejian. 
1859 to 1863. 



Portrait Xot Obtainable. 



John P. Brooks, 
1863 to 1865. 



554 



STATE SUPERINTENDENTS 





XeWTON BATEilAN, 

i86s to iS/S. 



Samuel M. Etter, 
18-5 to 1879. 




Jas. p. Slade, 
1879 to 1883. 




Henry Raab, 
1883 to 1887. 
1891 to 1895. 



555 



STATE SUPERINTENDENTS 





RicHAKD Edwards, 
1887101891. 



Samuel Inglis, 
1895 to 1898. 




Jos. H. Freeman, 
1898 to 1899. 




Alfred Bayliss, 
1899 to 1906. 



556 




558 



Edmund Janes James 



ED^IUND JANES JAMES was born in Jacksonville, 
Illinois, on !May 21. 1855. A few years later the 
family removed to McLean county and made a 
home for themselves on a farm near the village of 
Normal. The father was a Methodist clergyman and 
the mother a woman of unusual qualities in all ways. 
The family consisted of four sons and a daughter. All 
became teachers. Two of the sons are college profes- 
sors, another the Dean of the Department of Education 
in a great State University, the subject of this sketch 
the president of one of the greatest of the State univer- 
sities, and the daughter the wife of the president of 
Girard College. 

The writer very distinctly remembers a somewhat 
under-sized lad of twelve who came to his grammar 
school along toward the end of the sixties. He was 
much fonder of books than of play. Perhaps he found 
enough of physical exercise in the tramp from his home 
in the country to the school in the village. Be that as 
it may, the book was his companion. 

He was soon out of the grammar department of the 
" Model " School at Normal and into the high-school 
department of the same institution — the Illinois State 
Normal University. He was a crack scholar from the 
first day of the freshman year to the last of the senior. 
At sixteen he was debating in the annual society con- 
tests with men twice his age. He reminds one of Alex- 
ander Hamilton in his early inclination to studies of the 
severer sort. He was not averse to the Latin and the 
Greek that were so fashionable in the preparatory 
schools of forty years ago, but he inclined from the first 
to the political and social sciences and has made them 
the work of his life. 

After leaving the preparatory school he went for a 
3'ear to Northwestern University. The succeeding sum- 
mer was spent in vigorous labor in the United States 
Lake Survey, for there was manifest need of an out- 
of-door life for the young student. He returned from 
his work in October and at once went to Cambridge 
and applied for admission to the sophomore year of 
Harvard College. Although the request was a bit irreg- 
ular he was granted an examination out of the customary 
time and demonstrated his fitness for admission to the 
second year of the course. After a single year he 
determined to go to Germany and avail himself of the 
best available instruction. The young collegian matricu- 
lated at Halle and began work for a doctor's degree, 
although, as has been seen, he was not yet a college 
graduate. With his customary vigor he prepared for the 
examination a year in advance of the customary time. 
What could the university do with this young fellow 
from over the sea, who was upsetting the statutes made 
and provided for conferring degrees, by shortening the 
time of preparation. A special dispensation of the gov- 
ernment was necessary to permit him to enter the exam- 
inations. He won his degree as soon as he had his 
chance and was offered a position in the University of 
Halle, although he was but twenty-two. He determined, 
however, to return to America and engage in his pro- 
fession in the land of his birth. 

His first position was that of principal of the Evans- 
ton High School. After a service of one year in that 
, capacity he was called to the principalship of the high 
school department of the -Illinois State Normal LTniver- 
sity, a school that had won especial repute in the prep- 
aration of students for eastern universities and from 



which he had graduated. His success was immediate 
and unusual. His superior scholarship, his rare skill as 
a teacher, his large interest in affairs, and his courage 
in attacking what he regarded as erroneous views of 
life gave him marked prominence. 

After three years in this position he was called to the 
University of Pennsylvania. After another year of 
study in Germany he began, in 1883, his work as pro- 
fessor of public finance and administration in the Whar- 
ton School of Finance and Economy and a year later 
the additional duties involved in the professorship of 
political and social science in the LTniversity. He was 
soon advanced to the directorship of the Wharton 
School. He remained in Philadelphia until 1895. His 
work there established his reputation as a publicist and 
economist. Although other institutions, and Harvard 
among them, called him to their faculties he returned 
to the West and accepted the chair of professor of public 
administration and director of the extension work of 
the University of Chicago. He remained in that position 
from 1896 until 1902 when he went to the presidency of 
Northwestern University. In 1904 he went to the Uni- 
versity of Illinois as its president. 

This, in outline, sketches the public career of Dr. 
James, but it gives only the suggestion of the extraordi- 
nary personality that has vitalized every department of 
institutional life that he has touched. While at Normal 
he was associated with Charles DeGarmo in the publica- 
tion of a school journal. It was a modest affair, pri- 
marily intended to insoire and guide teachers in the 
management of their schools : but it leaped into promi- 
nence by its championship of the most radical measures 
with re.gard to the relations of the national government 
to public education. These' articles from the pen of 
Mr. James were among the very earliest suggestions of 
a policy that is now pressed with extreme vigor upon 
the attention of Congress. 

He was one of the earliest advocates of special educa- 
tion for all classes of workers. He saw the business 
man endeavoring to carry over his college disciplines into 
his daily life and also saw how badh' he did it in the 
majority of cases. He shocked the advocates of the 
traditional curriculum by declaring that the old studies 
must give way to the needs of modern life. There was 
little for the business man in what the college had to 
offer — little for his immediate needs. Young men who 
selected business careers felt the necessitv of technical 
preparation, but the business colleges ( ?) had little con- 
ception of their needs bevond penmanship, bookkeeping 
and commercial arithmetic. These studies were suited 
to the preparation of clerks, but Dr. James was thinking 
of developing great leaders of economic life. 

" Hard-headed successful business men, who had 
begun by sweeping out the office, were incredulous — 
but they listened. Later they were skeptical but willing 
to be shown. How thoroughly they were shown was 
proved by the fact that in 1901 the American Bankers' 
Association sent him to Europe to see if he could find 
anvthing there to add to the efficiencv of his courses. 
While he was in the Wharton School, he saw and spoke 
of the need of a School of Railway Administration. No 
one else at the time had similar vision, or, if he had, did 
not give it voice. The practical nature of Dr. James' 
idea has finally been recognized. This was evident 
when, in November last, thirty men, presidents of 
railroads and high officials, met at the Universitv of 



559 



Illinois to discuss the founding of jus't such a school ; 
one in which men should not only be trained in the 
technical engineering subjects, but in the administration 
of great railway systems." — World To-Day , April, 191 1. 

While in Philadelphia he kept his eye on municipal 
affairs. He believed that cities should own their public 
utilities. When he saw organized capital owning them, 
or reaching out for them if the mmiicipalities owned 
them, his hostility was aroused. A private corporation 
in that city made up its mind that there was money in 
water and gas and that it was possible to get hold of 
the plants then in the possession of the people. It 
banked upon the indifference of the average citizen but 
it did not count the young man over at the University. 
He laid tribute upon all of the experience of the cities 
in the old world and reduced it to a series of laconic 
propositions. When the robbers had their plans about 
matured he called a meeting of the men who determined 
things and read his paper. The city did not sell. 

Recurring to the article from which the above quota- 
tion was made : 

" During the Wharton school period Dr. James pub- 
lished much, chiefly in the form of monographs and 
contributions to scientific journals. A monograph upon 
the government and its relations to the forests resulted 
in the establishing of the Pennsylvania State Forest 
Association, the first association of the kind in the 
United States. It has been one of the most effective 
instrumentalities in urging a more active care on the 
part of the government, federal and state, for the for- 
ests of our national domain. 

" Doctor James has made many studies of municipal 
government and they have had direct and practical 
results. ' Cit\- Administration in Germany ' resulted in 
two important monographs dealing with city control of 
railway and canal organization and rates. They led to 
wide discussion and action. Nor was he with his teach- 
ing and writing too busy to be a live citizen. He was the 
first president of the Philadelphia Municipal League, 
out of which grew that other organization which has 
been so powerful a force in municipal affairs, the Na- 
tional Municipal League. 

" In 18S9 he and several colleagues of the L'niversity 
of Pennsvlvania organized the Academv of Political and 



Social Science. This society gained rapidly from the 
start in numbers and influence. Then and now it has 
included in its ranks the members of all schools and 
beliefs." 

Those who had known him from the beginning never 
lost sight of him, realizing that soon or late he would 
come to his own as a university president, a position 
for which he was especially fitted by his native endow- 
ments and his wide scholarship. The Northwestern 
L'niversity gave him his first large opportunity to serve 
in that capacity. He remained with the institution for 
two years and it responded to his virile touch. But 
there was a larger task awaiting him when President 
Draper accepted the call to the headship of the schools 
of New York. The LTniversity had gone forward with 
leaps and bounds under the management of the latter. 
The General Assembly greatly increased its appropria- 
tions. Needed buildings sprang up on the campus. 
Dr. James followed the lead of his predecessor in the 
matter of increasing the material equipment and also 
reorganized the institution on the inside. For this task 
he was especially fitted because of his familiarity with 
universities at home and abroad. Under his direction 
the institution is moving on to new triumphs along all 
lines that it can properly occupy. 

And although his immediate duties are burdensome 
enough he is still pressing new schemes upon the atten- 
tion of the public. He has always had the largest inter- 
est in the education of all of the people. The elementary 
and secondary schools have no warmer friend. He is a 
thorough believer in the policy of governmental aid to 
such schools in all of the States. No academic theory 
of State rights has had any weight with him. His latest 
proposition is a federal tax of one dollar per capita for 
that purpose. The lower house of the Illinois legisla- 
ture has adopted the suggestion by resolution. 

President James is a dauntless fighter. He fears no 
foe. Once convinced that a policy is unwise he antag- 
onizes it without mercy. As a winner of supplies for 
the University he is unsurpassed. He has won some 
notable victories with the General Assembly and there 
are others to come. 

On the 22d of August. 1879, he was married to Anna 
Margaret Lange, of Halle, Prussia. They have two 
sons and a daughter. — J. W. C. 



560 




& 



tL-(x_^ I 




Ella Flagg Young 



OF this notable personage, it may be truly said that 
she has been the world's greatest woman educa- 
tor. In her remarkable career she has accom- 
plished wonderful results in the cause of education, for 
monumental, indeed, has been her success. Of the main- 
spring to which her tireless energy is due, she has said : 
" It is love of my work — teaching is a passion with me. 
I never tire of it. Of course, there are times when body 
and mind get tired, then I go away where I can mingle 
with people who will give me new perspectives — to be 
a human being, with human beings." 

Ella Flagg Young was born in Buffalo, New York, 
January 15, 1845, daughter of Theodore and Jane (Reed) 
Flagg. After the usual studies in the elementary schools, 
she graduated from the Chicago High School and the 
Chicago Normal School, and then became a student in 
and graduate of the University of Chicago, from which 
she received the degree of Ph.D. She has been actively 
engaged in public-school work since 1862. and has been 
uniformly successful and increasingly useful in every 
position held by her. From 1887 to 1899 she served effi- 
ciently in Chicago as district superintendent of schools, 
and from the latter year to 1905 was Professor of Edu- 
cation in the University of Chicago. From 1905 to 1909 
Mrs. Young was principal of the Chicago Normal 
School, and accomplished much to advance the status 
of that institution. On August I, 1909, she was honored 
by being elected to that enviable position, " Superin- 
tendent of Schools," Chicago. An article in The Survey 
said : " She was the last of si.x persons summoned 
before the Chicago Board of Education, to be ques- 
tioned for their eligibility to the superintendency of the 
city schools. After five experienced and well-qualified 
men had been interviewed as to their qualifications and 
ideals, Mrs. Young was called last, in alphabetical order. 
An hour's answers to the full board, sitting in informal 
session, as committee of the whole, left her the only 
candidate. She was unanimously elected without further 
discussion, and her appointment was publicly ratified, 
without dissent. 

" This was most remarkable in view of serious dis- 
sensions within the Board of Education, and still more 
irreconcilable division among the teachers, both of 
which had long persisted. Without any compromise of 
her educational standards or democratic spirit, she has 
so equably administered this vast public interest, that 
the divisiveness, which has so long paralyzed its prog- 
ress, has completely faded away." 

Questions involving the status and salaries of the 
teachers have been settled justly, and without friction. 
Policies for progress, which had been stubbornly re- 
sisted for many years, have been quietly and cordially 
adopted. 

Personally, she combines the " human touch " with 
the most exacting standards of thoroughness and 
reality. She possesses a friendly, but direct manner, a 
considerately deferential attitude, which is yet firm, 
independent and fearless. " Superb common sense and 



breadth of human kindness " sum up a well-considered 
appreciation of her. 

We quote another tribute to this splendid woman: 
" Such a climax as crowned this unifying personality, 
Chicago has never witnessed. Its great auditorium was 
a scene set for the occasion by six thousand teachers, 
as a reception to their superintendent. Men and women 
vied with each other in making the afl^air a success. 
When the Auditorium's doors opened to admit the teach- 
ers holding tickets, its forty-five hundred seats were so 
quickly filled that the doors were closed long before the 
hour for the reception arrived. Then up the long aisle, 
and across the great stage, marched two hundred school 
children, each bearing an American Beauty rose. Be- 
neath these roses, held in the hands of singing children, 
the guest of honor took her place, in the midst of her 
friends. Then as the stirring strains of ' Illinois ' were 
struck up by the orchestra, thousands of handkerchiefs 
fluttered, and the entire audience arose to sing a para- 
phrase of that air, the refrain being, ' Mrs. Young, Mrs. 
Young,' the entire effect being most impressive. With- 
out a formal word uttered, she stood up to receive her 
friends as they passed by to clasp her hand, and then, 
from her seat, she witnessed for hours the merry danc- 
ing that followed. For spontaneous homage to one of 
its leading citizens Chicago has never beheld such a 
spectacle as this, but the honor was well bestowed." 

Mrs. Young was also the first woman to be elected 
President of the National Education Association. This 
occurred in Boston in 1910, when, by a vote of two to 
one, she defeated the man officially nominated. Her 
nomination was suggested by the fact of her appoint- 
ment to the superintendency of the Chicago schools, in 
which more than one hundred women serves as princi- 
pals, but this was not the onljf cause, for, as the woman 
who nominated her, said : " We are presenting her not 
as a woman, but as the best human being for the presi- 
dency of this association." 

In this election, as in her appointment to lead Chi- 
cago's six thousand teachers and three hundred thou- 
sand pupils, in a school system requiring a $50,000,000 
equipment, and an annual income of twelve $12,000,000, 
it was the " human " in Mrs. Young that triumphed, 
and was another deserved honor conferred. 

Mrs. Young has been a member of the Illinois State 
Board of Education since 1888, and was its president in 
1910. She is also a clubwoman, holding membership in 
the Chicago Woman's Everyday. In her honor an or- 
ganization of Woman Principals of Chicago was named 
the Ella Flagg Young Club. She was editor of the Edu- 
cational Bi-monthly from 1906 to 1909, and is author of 
a number of educational works, among them being : 
"Isolation in the School" (1901) ; "Ethics in the 
School " ( 1902) ; " Some Types of Modern Educational 
Theory" (1902). also various monographs. She was 
married in 1868 to William Young, a gentleman of pro- 
nounced knowledge and intellect. Mrs. Young's home 
is at 5317 Cornell avenue, and her office in the Tribune 
building. Chicago. 



36 



561 



William Edward Andrews 

TWENTY-TWO years' active work in the town- 
ship high schools of Illinois has made the above- 
named gentleman one of the best known instructors 
of the State, and he has long been recognized as a most 
successful member of his profession. 

j\Ir. Andrews was born in this State in 1861, son of 
Joseph B. Andrews, native of Illinois, who is still liv- 
ing, and JNIary A. (Rudrow) Andrews, native of New 
Jerse\-, who died in Illinois in 1S91. After preliminary 
studies in rural schools, he took courses in Brighton 
(111,^ Academy and Blackburn College, graduating from 
the latter with the degrees of A.B. and A.JM. He also 
attended Harvard Summer School, and from the Illi- 
nois Wesleyan College received the degree of Ph.D. 
From 1884 to 1S94 IMr. Andrews was an instructor in 
Blackburn College, then became principal of the Tay- 
lorville (111.) Township High School, which he left in 
1007 in order to spend a winter in southern California. 
He was principal of the San Bernardino city high school 
for two years, returning to Illinois for his work as 
teacher in the summer school of the Illinois State Nor- 
mal School at Normal. For six years he has taught 
biologj' at Normal. He is now principal of the new 
township high school at Pana, which he organized as 
started in September, 1909. 

Mr. Andrews is a member of the National Educa- 
tion Association, the Illinois State Teachers' Associa- 
tion, Illinois State Teachers' Reading Circle, Eastern 
Illinois Teachers' Association, of which he , was the 
president at its Mattoon meeting, the St. Louis Academy 
of Sciences, National Scientic Association, JNIasonic 
fraternity and the Presbyterian Church. He was mar- 
ried in 1887 to Miss Alberta Taggart, of Carlinville, 
and they have two winsome daughters, Virginia and 
Alberta. 




William Edward Andrews. 




Harry J. Alvis 



Harry. T. Alvis. 



IN the educational system of Illinois, an active part 
has been taken by Harry J. Alvis, now one of the 
most popular instructors in East St. Louis, and being 
yet a comparatively young man, the indications are that 
many more years of usefulness lie before him. 

JMr. Alvis was born November 4, 1S72, son of E. Y. 
Alvis, a native of Tennessee, who came to this State 
when but six years old, and Phoebe E. Alvis, native of 
Illinois, both of whom are still living. He was educated 
in the rural schools; the Southern Illinois State Nor- 
mal, at Carbondale, from which he graduated in 1S98, 
and Ewing College, graduating from the latter in 1910 
with the degree of Bachelor of Science. He also per- 
formed two years' post-graduate work in the law school 
of Washington University, St. Louis. ^Ir. Alvis taught 
in rural schools in Clarion Count3', Illinois, three years ; 
in the high school at Nashville, Illinois, two years ; was 
elected principal of that school, but resigned to go to 
the Southern Illinois State Normal School, where he 
was assistant instructor in Latin and mathematics for a 
year ; next he served a year as training teacher in the in- 
termediate department of the Training School ; was super- 
intendent of the city schools of Jilount Vernon, lUinois, 
three years, and for six years was instructor in mathe- 
matics in East St. Louis, one year principal of Alta 
Sita School, and is now principal of the Rock High 
School, in East St. Louis. 

:Mr. Alvis is a member of the Illinois State Teachers' 
Association, the Southern Illinois Teachers' Association, 
JModern Woodmen of America, Knights of Pythias and 
the Baptist Church. On July 26, iSoi, he was married 
to Miss Louisa A. Purdue, and they have two children, 
Herbert A. and Harry J. Alvis, Jr. Thej' reside at 612 
Thirty-third street, East St. Louis, and are popularly 
known. 



562 



Leonidas Ellsworth Arny 

BE somebody in the battle of life ! Be manly, be 
honorable, be just, industrious and thrifty: 
make the world better for your having been in 
it." This grand motto has been thoroughly amplified 
in the life of Leonidas Ellsworth Arny, now superin- 
tendent of schools at Venice, Madison County, Illinois, 
and a veteran in the educational field. 

Mr. Arny was born April 19, 1862, near new Phila- 
delphia, Ohio, son of Leonidas Arny, a native of Penn- 
sylvania, and JMary Eliza Arny, native of Ohio, and 
both now deceased. He was educated in country and 
village schools in Allen Coimty, Ohio : the Northwest- 
ern Ohio L^niversity, at Ada, Ohio, and the ^liddlepoint 
Normal, Vanwert County, Ohio, graduating from the 
latter in the spring of 1886. Through continuous 
private study in pedagogy and the sciences, he has added 
greatlj' to his store of knowledge. He was valedictorian 
of his class at Middlepoint, and instructor in history in 
the ]Middlepoint Normal up to the time of his departure 
for California, in September, 1886. 

JNIr. Arny first taught in the. country schools of Allen 
and Vanwert Counties, Ohio ; next, in Trinity County, 
California, and, returning east, taught in the village 
school of West Cairo, Ohio ; the Normal School, of 
Middlepoint, Ohio, and a country school in St. Clair 
County, Illinois, and since then has been connected 
with the schools of Venice, Illinois, first as instructor 
and for the past four years as superintendent. Here 
he has charge of nine teachers and about three hundred 
pupils. He is a member of the Southern Illinois Teach- 
ers' Association, the Madison County Teachers' Asso- 
ciation, Odd Fellows, Modern Woodmen of America 
and the iNIethodist Church. On ^March 20, 1888, he was 
married to Miss Cora B. Bosley, and they have two 
children, Clark E. and Harry C. Arny. 




Leonid.\s Ellsworth Arny. 




James E. .Armstrong. 



James £. Armstrong 

FOR about a quarter of a century the educational 
profession has had an' able exponent in James E. 
Armstrong, principal of the Englewood High 
School. He is an accomplished scholar ; his methods 
combine all that is best in the psychological and prac- 
tical, and the substantial results accruing under his 
principalship are the best encomium that could be given 
him. 

Mr. Armstrong was born in La Salle County, Illinois, 
in 1855, son of George W^ Armstrong, who died in 
1901. He was educated in country schools, the high 
school at Marseilles. Illinois, the University of Illinois, 
frofn which he graduated in 1881, and Johns Hopkins 
University. Through post-graduate work in the Uni- 
versity of Illinois he received the degree of B.S., and 
in 1905 was given the honorary degree of M.A. 

Mr. Armstrong began teaching in 1882 at Arlington 
Heights. Illinois. After three years' work there he 
became instructor of science in the Lake High School, 
Chicago, and in 1889 was made principal. In 1S91 he 
was appointed principal of the Englewood High School, 
and he still retains this position. Recentty he has 
attracted attention, both in Europe and this country, 
by his experiments in the segregation of sexes in high- 
school classes. 

Mr. Armstrong was for six j'ears a member of the 
Board of Trustees of the University of Illinois, under 
President Draper, and for six years has been a member 
of the Executive Committee of the North Central Asso- 
ciation of Colleges and Schools. He is a member of 
the National Education Association and the People's 
Liberal Church. In 1885 he was married to Miss Clara 
Clark, and they have had four children — George, 
Grace, Charles and Juliette, all living save George, the 
eldest. 



563 



Ben C. Allenworth 

THIS gentleman is a veteran worker in the educa- 
tional field in this State and has performed yeo- 
man's ser\-ice for the public weal. He is pos- 
sessed of admirable executive ability and is also a 
writer of merit. He is the author of the " History of 
Tazewell County, Illinois" (1904). and is at present 
managing editor of the Pekin (111.) Times. 

Mr. Allenworth is a native of this State, having been 
born in Tazewell county, October 27, 1845, son of 
W. P. and Arabella (Wagenner ) Allenworth, both born 
in Kentucky and both deceased, the former having died 
in May, 1874, the latter March 25, 1902. He was edu- 
cated in public schools and the Illinois State Normal 
University, graduating from the latter in 1869. He 
was chosen as first salutatorian by his classmates of 
that year. For many years he taught school in Elm- 
wood and Minier, Illinois, was county superintendent 
of schools of Tazewell county from 1877 to 1886, post- 
master of Pekin from 1894 to 1898, and was a member 
of the Pekin Board of Education for eight years. 

Mr. Allenworth was the first president of the Central 
Illinois Teachers' Association, and now holds member- 
ship in the IMasonic Order and the Modem Woodmen 
of America. On October 7, 1875, he was married to 
Miss Charity Tanner, of Ohio, and they have had five 
children. Those surviving are Nellie A., Myra M. and 
Ellis D. Allensworth. 



Calvin Bertram Anthony 

OVER ten years' experience as a public school 
instructor, combined with his native ability and 
natural proclivities, have enabled the above named 




Ben C. Allenworth. 




to become one of the most capable and valued educa- 
tionists in the Prairie State. His services in McLean 
County have been of a particularly noticeable and val- 
uable character. 

Calvin Bertram Anthony was born near Bloomington, 
McLean County, Illinois, son of William and Mary 
(Stevenson) Anthony, both natives of Canada and both 
still living at their farm near Bloomington, where our 
subject passed his early years. His primal education 
was obtained in country schools, succeeding which he 
attended Normal School for four terms, and then for 
six years was a student in Wesleyan University, 
Academy of Illinois, from which he graduated (class 
i8g6) and, in 1900, was a graduate from the College of 
Letters, same institution. Later he entered upon the 
study of law and, in 1907, was admitted a member of 
the Illinois State Bar Association. Upon entering his 
pedagogical career he taught for five years in McLean 
County country schools, then was principal at Cooks- 
ville, Illinois, 1906-1907; principal at Downs, Illinois, 
IQ07-1909, and then was appointed principal at Gridley, 
Illinois, his present incumbency, where he has the super- 
intendency of four teachers and one hundred and sixty- 
five pupils, and where marked success is attending his 
management. He holds membership in the Knights of 
Pythias and the Modern Woodmen of America. On 
February 12, 1904, Mr. Anthony was married to Miss 
Luella J. Otto, of Danvers, Illinois, their felicitous 
union resulting in the birth of two children, Zelda C. 
and Weldon Anthony. Mrs. Anthony is a lady of rare 
attainments, being an accomplished performer upon both 
piano and violin and a skilled artist in oil painting and 
crayon work. Her talents have won high commendation, 
and her worth, combined with that of her talented hus- 
band, has made their home an ideal one. 



C.=\LviN Bertram Anthony. 



564 



Harrison Monroe Anderson 

FOR upward of a score of years Harrison ;\Ionroe 
Anderson has been an active worker in the educa- 
tional field in Illinois and his valuable services have 
met with due appreciation. As an institute instructor he 
has been very successful. He has assisted man\' county 
superintendents in this State in their midsummer insti- 
tutes, and his influence with teachers in giving them 
inspiration has been very marked. 

Mr. Anderson was born in ^luscatine, Iowa, his 
parents being Berry and Anna Anderson, both natives 
of North Carolina, and both deceased. He was edu- 
cated in public schools, the Ohio National Normal 
School, Lebanon, Ohio, and the Illinois State Normal 
University, of which he is a graduate. Through post- 
graduate work he was given the honorary degrees of 
^I.A. and !M.S. Mr. Anderson's first school position was 
that of principal of schools at Clayton, Illinois, which 
he held for nine 3'ears. He served as superintendent at 
Chillicothe five years, and for the past four years has 
held a similar position in Bunker Hill. Illinois, where 
he has a staff of seven teachers and an enrolment of 
three hundred pupils. He is a member of the Illinois 
State Teachers' Association, Masonic Order and the 
Presbyterian Church. Mr, Anderson, in 1884, was mar- 
ried to Miss Ella Gardner, and they have had five 
children, of whom two — Lillian and Genevieve — are 
now living. 




Harrison Monroe Anderson. 




George Buchanan Armstrong. 



George Buchanan Armstrong 

GEORGE BUCHANAN ARMSTRONG was born 
in Baltimore, Maryland, from whence he came 
with his parents to Chicago and was educated at 
the old Chicago High School, under the guidance of the 
late George Howland, and at the Chicago Union College 
of Law. He entered journalism shortly after his law 
course and was successively editorial writer, city editor 
and music critic of the Chicago Inter Ocean, and literary 
critic of the Detroit Free Press, and editorial writer and 
music critic of the Chicago Evening Post. He served 
three years as a member of the Chicago Board of Edu- 
cation, one year as its vice-president ; two terms as a 
member of the Chicago Public Library Board, one year 
as its vice-president. In May, 1S82, he was appointed 
by President Arthur to be Register of Public Lands at 
Huron, Dakota Territory, an office that he held four 
years. He aided in organizing and was vice-president 
of the Huron National Bank during that period, and 
was also president of the Beadle County ( South Dakota ) 
Board of Education. He established and edited for four 
years the Huron Daily Times. 

George Buchanan Armstrong, Sr.. father of the sub- 
ject of this sketch, was born in County .Armagh, in the 
north of Ireland, and came to this country when about 
twelve years of age. His branch of the Armstrong 
family was related to President Buchanan, who secured 
the appointment of the elder Armstrong as clerk in the 
contract department of the Postoffice Department at 
Washington. When Isaac Cook, postmaster of the 
rapidly growing young city of Chicago, applied for the 
appointment of an experienced postoffice man as his 
assistant, the senior Armstrong was selected, and he 
moved to Chicago with his family in 1854. He will 
always live in the nation's history as the founder of the 
Railway Mail Service, the most important branch of the 
LInited States postal service, and as one of the ablest 
officials of the Postoffice Department. The new $25,000 



565 



grammar school, located at Greenleaf Avenue and Pin- 
gree Street, Rogers Park, has been named in honor of 
him the " George B. Armstrong " school. The mother 
of the subject of this sketch was Julia Huldah Wallace 
(McKee) Armstrong, born at Cincinnati, Ohio, daugh- 
ter of the Rev. Dr. Charles Brown McKee, a distin- 
guished Scotch Presbyterian clergyman, who held 
charges in Cincinnati, Baltimore, Philadelphia and 
Washington. 

George Buchanan Armstrong, Jr., was married to 
Miss Jennie M. Stanard, of Sublette, Illinois, and has 
one son, George B. Armstrong III. He published one 
book, an account of the great work achieved by the 
elder Armstrong in establishing the Railway Mail Serv- 
ice, and has made a special study of socio-economics, and 
is editor and publisher of the Chicago Piano Trade, a 
monthly magazine devoted to the piano industry. He 
is a member of the Congregational Church. His father 
died in May, 1871, and his mother is yet living. 



Edward Anderson 

FOR the past quarter century the name of Edward 
Anderson has been a familiar one in Illinois Educa- 
tional circles, x^s much as one individual can do, 
that much has been done by him to advance the status 
of the public schools at large, and, in particular, those 
of which he has either been a teacher in or presided 
over. That his merit has been recognized is proven 
by his appointment to the position which he now holds. 

Edward Anderson was born in Richland, Sangamon 
county, Illinois, in 1857, son of Thomas F. Anderson, 
who deceased in 1898. After attending the public 
schools and graduating from the high school of Spring- 
field, Illinois, he took a course at the Chicago Normal, 
and, in 1881, began his pedagogical career as teacher of 
an Illinois country school. Removing to Springfield, Illi- 
nois, after his four years' elementary work, Mr. Ander- 
son was appointed principal, and, after serving efficiently 
from 1885 to 1906, was elected superintendent of the 
schools of Springfield. 

Mr. Anderson comes from quite an illustrious family. 
On the maternal line of his house, he is one of the 
twelfth generation. One of his original ancestors landed 
at Boston in 1631, his great-great-grandfather was a 
lieutenant of the New Hampshire militia during the 
Revolution, and was with General Gates at the surren- 
der of Burgoyne. On the paternal side was one of the 
pioneer founders of Kentucky (1797) who went there 
from Virginia. 

Mr. Anderson is a member of the superintendents' 
division of the National Education Association, the Illi- 
nois State Teachers' Association, the Central Illinois 
Teachers' Association, the Masonic Order, Modern 
Woodmen, and the Christian Church. He was married 
to Miss Lillian McCullough, and their happy union has 
brought them a family of three children, two daughters 
and one son, named, respectivelv, Marv, Edith and 
Harold. 



Truman WIlHani Brophy, D.D.S., 
M.D., LL.D. 

TRUMAN W. BROPHY is a native son of Illinois, 
having been born in Will county, April 12, 1848, 
son of William and Amelia Cleveland Brophy. He 
received a thorough elementary training and is a grad- 
uate of the College of Dentistry. University of Penn- 
sylvania, from which institution he received the D.D.S. 
degree in 1872, and he is also a graduate of Rush Med- 
ical College, receiving the M.D. degree therefrom in 
1880. The degree of LL.D. was conferred by Lake 
Forest L'niversity in 1895. 

Doctor Brophy is a member of the American Medical 
Association, the National Dental Association, Interna- 




Trum.\n WiLLi.i^M Brophy, D.D.S., INI.D., LL.D. 



tional Dental Federation, Illinois State Dental Society, 
Chicago Dental Society. Chicago Medical Society, and 
many other medical and dental societies. He is also a 
member of the Union League Club and the Chicago 
Athletic Association and the Delta Sigma Delta Fra- 
ternity. In 1873 lie was married to Emma Jean Mason, 
of Chicago, who died February 6, 1899, and in 1908 to 
Esther W. Strawbridge, of Moorestown, New Jersey. 
He has four children, Jean Brophy Barnes, of Redlands, 
California ; Florence I5rophy Logan, of Chicago ; Tru- 
man W. Brophy, Jr., of Chicago, and Alberta L. Brophy, 
of Chicago. 

While Doctor Brophy has achieved eminence in the 
medical profession, he has devoted a great deal of time 
and labor initiating beginners in his profession. In 1883 
he was elected professor of dental pathology and sur- 
gery in Rush Medical College, and for man)' \-ears he 
has been dean of the Chicago College of Dental Surgery. 
He was president for the Ignited States of the Four- 
teenth International Commission of Education. He was 
a delegate to the Fourth International Medical Congress 
at Madrid, Spain, in 1903, and has been president of 
various State and local dental and medical societies and 
an officer in national bodies. 

^^'hile Doctor Brophy is widely known throughout 
the L^nited States and Europe as an educator, his repu- 
tation as a surgeon is perhaps even more general. As 
an oral surgeon he is counted an authority everywhere. 
He devised the operation for the radical cure of cleft 
palate known as the Brophy operation, which was a de- 
parture from the rules of surgery and looked upon at 
first with a great deal of doubt, but which has come 
to be recognized and adopted everywhere advanced sur- 
gery is practiced. The study and development of this 
work and the operations on the hundreds of patients 
who come to him have occupied nearly all of his time 
for several years past. Doctor Brophy has contributed 
many articles to medical and dental publications and to 
many works of reference. He has a book on oral sur- 
gery almost ready for publication. 



566 



Delos Buzzell 



MR. BUZZELL has been in the pubhc school serv- 
ice of the city of Chicago since 1890, and else- 
where also he has enjoyed a high reputation in 
educational circles, both as a writer and as an instructor, 
for years. 

Mr. Buzzell was born in Davisonville, Genesee 
County, Michigan, his parents being John and Katherine 
A. (Lewis) Buzzell, natives of Canada and New York, 
respectively, and both deceased, at Flint, Michigan, the 
former in 1900, the latter in 1892. He was graduated 
from the University of Michigan in 1874 with the degree 
of Bachelor of Science. Through post-graduate work 
he received the degree of Master of Science in 1877. 

Mr. Buzzell's early work as an instructor was in 
Austin (III.) High School, where he was principal dur- 
ing 1876-g, and in the high school at Lafayette, Indiana. 
He came to Chicago in 1890 as principal of the Irving 
Park School, which he conducted for ten years, trans- 
ferring to the new Belding School, North Forty-second 
court and West Cullom avenue, in 1900, where he re- 
mains to the present time. 

Mr. Buzzell is a member of the National Education 
Association, Illinois State Teachers' Association, Chi- 
cago Principals' Club, Chicago Academy of Sciences, the 
Masonic Order, Royal Arcanum, and the Press Club of 
Chicago. He has performed much lecture work and is 
a liberal contributor to newspapers and magazines. In 
1876 he was married to Miss Catherine Z. Blackburn, of 
Ann Arbor, Michigan, and they make their residence at 
3930 Lowell avenue, Chicago. 




Delos Buzzell. 




Harry J. Blue 

AS incumbent of the superintendentship of schools 
at Carmi, Illinois, Mr. Blue has amply demon- 
strated his ability and fitness for that responsible 
position, and under his regime the school system there 
has been developed to a high degree of excellence. 

Harry J. Blue is a native of this State, having been 
born in Carmi, June 9, 1882, son of Lawrence S. and 
Emma Blue, both natives of White Count}', Illinois, 
and now living. He attended a country school up to 
his eleventh year, succeeding which he studied in the 
Carmi public schools, the Illinois State Normal Uni- 
versity and the Indiana State University. He grad- 
uated from the Carmi High School in 1899. From 
1902 to 1905 Mr. Blue taught in country schools in 
White County, Illinois ; from 1905 to 1906, in Norris 
City, Illinois, and since 1909 he has been superintendent 
at Carmi, Illinois, where he has imder his charge four 
schools, eighteen teachers and 750 pupils. 

Mr. Blue is a member of the Illinois State Teachers' 
Association, the Southern Illinois Teachers' Associa- 
tion, Illinois State Historical Societ}', Masonic Order 
and Knights of Pythias. On August 30, 191 1, he was 
married to Miss Eleanor Mary Baker, of Champaign, 
Illinois, a graduate of Illinois Universit\-, and the couple 
have a host of friends in social and scholastic circles. 



Harry J. Blue. 



567 



William Henry Browne 

FOR more than twenty 3'ears the cause of education 
has claimed the services of the above named gentle- 
man and the work performed by him has com- 
manded earnest and well-merited commendation. 

William Henry Browne was born in Castle Main, 
Australia, June 10, 1867, his parents, native of Ireland, 
being Christopher and Alicia A. (McDonnell) Browne, 
the former of whom died in 1895, the latter in 1904. He 
came with his parents to this country in early childhood 
and was educated in the elementary schools, the high 
school at Wilmot, Wisconsin, and the University of 
Valparaiso, Indiana, and he also performed non-resident 
work in the University of Chicago. 

From 1890 to 1894 Mr. Browne was principal of the 
public schools at Crete, Illinois ; from 1894 to 1898 was 
superintendent of public schools at Chicago Heights, 
Illinois, and from 1900 to the present time he has been 
superintendent of the College of Medicine of the Uni- 
versit}' of Illinois, and also officiates as superintendent 
of the College of Dentistry of the same institution. 
There are about six hundred and fifty students in at- 
tendance in the two colleges and about one hundred 
and seventy-five instructors in the two faculties. The , 
instructors are men of training and learning" and the 
curriculum is excellently complete in every feature. 
Under the regime of the present superintendent a high 
standard has been attained in every department. 

Doctor Browne was president of the Englewood 
(Chicago) Men's Club for two years and was president 
of the Chicago Anti-Crime League for a similar length 
of time. He is a member of the Phi Beta Pi fraternity, 
also of the Odd Fellows and Modern Woodmen. On 
December 27, 1893, he was rnarried to Mary Beers 
Perry Grover, of Chicago, and they have two children, 
Kathrvn Eleanor and William Harcourt Browne. 




William Henry Browne. 




George Albert Brennan. 



George Albert Brennan 

FOR more than a third of a century the public-school 
service of this city and its former suburb, Rose- 
land, has had an ardent worker and a strong 
upholder in George Albert Brennan, an educator whose 
merit, worth and executive ability have been amply 
demonstrated. His literary works have met with favor 
and commendatory criticism. Among the prominent 
productions from his pen are : " The Dutch in Amer- 
ica " ; " The Origin of Yuletide, with Reference to 
Norse, Anglo-Saxon and German Traditions " ; " Stud- 
ies in Plant Life " and " Economic Forestry." He 
assisted Dr. William Higle\- in preparing " The Flora 
of Cook County and Vicinity," and has also written 
on '' English Philology, and the Relation to It of the 
V"arious Teutonic Tongues, Especially the Frisian," the 
latter being a cognate dialect of the Anglo-Saxon, and 
still spoken in a section of the Netherlands, where an 
effort is being made to revive Frisian as a literary 
language. 

George Albert Brennan was born April i, 1855, in 
Mount Vernon, New York, and comes of Colonial and 
Revolutionary stock. Many of Mr. Brennan's relatives 
have been preachers and teachers from the time of the 
Reformation, and two sisters are prominent Chicago 
teachers at the present time. His father, John Bauman 
Brennan, was the son of Prof. John Brennan, a grad- 
uate of Oxford University and professor of languages at 
Kingston Academy, Kingston, New York, and grandson 
of Col. Sebastian Bauman, a veteran of the French-Indian 
and Revolutionary Wars, and postmaster of New York 
city for many years. He was born in Westchester 
County, New York, in 1816, and died in Chicago in 
1893. His mother, Sophia G. Freeman, born at Perth 
Amboy, New Jersey, in 1820, was a daughter of Prof, 
Philip Freeman and a descendant of Peter Browne, who 
arrived at Plymouth in 1620 ; of Stephen Freeman, 
who landed at Salem in 1630 ; of John Goble, who came 



568 



to Concord in 1634, and of Capt. John Astwood, who 
landed in Boston in 1635. She died in Chicago in 1885. 

As a scholar Mr. Brennan is profound ; as an edu- 
cator he is energetic, sound and progressive, and dur- 
ing his thirty-five years of work in the educational 
field he has won well-deserved promotion. Since Oc- 
tober I, 1876, Mr. Brennan has taught in the same 
school district in different school buildings, viz. : the 
West Roseland School, 1876-77 ; Roseland School, 1878- 
1892 ; Van Vlissingen School, from 1893 to the present 
time. All of these schools were in the original town of 
Roseland, which has been a part of Chicago since 1889. 
He has a staff of thirty-two teachers and an enrol- 
ment of fourteen hundred pupils. 

Mr. Brennan holds membership in the Illinois State 
Teachers' Association, the Chicago Principals' Club, 
Chicago Academy of Sciences, Royal Arcanum, Sons of 
the American Revolution, the George Rowland Club 
and the Bethany Reformed Church. He is president of 
the Patriotic League and is chairman of the School- 
house and Grounds Committee of the Chicago Princi- 
pals' Club. In 1876 he was married to Miss Sophia ^I. 
Kroon, of Chicago, and they have had eleven children, 
those living being Sebastian Bauman, Rye Sophia, 
Grace Agnes, Alice C. and Charlotte H. 



The Rev. Gideon Blackburn, D.D. 

GIDEON BLACKBURN was born in Augusta 
County, Virginia, August 27, 1772, his father being 
Robert Blackburn and his mother a member of 
the Richie family. His parents were of Scotch-Irish 
ancestry and devout members of the Presbyterian 
Church. Because of the humble circumstances of the 
family, Gideon made his home much of the time until 
his twelfth year with his grandfather. General Black- 
burn, and owed his educational opportunities for the 
most part to his maternal uncle, Gideon Richie, for 
whom he had been named. In the current of westward 
migration the family settled for a time in Washington 
County, Tennessee (then within the bounds of North 
Carolina), where the boy was placed under the care 
and instruction of the Rev. Samuel Doak, D.D., a dis- 
tinguished minister and teacher, the founder and prin- 
cipal of Martin Academy, At this school the greater part 
of his literary course was taken. Seventy miles farther 
west, at Dandridge, Tennessee, under the Rev. Dr. 
Robert Henderson, his advanced literary and theological 
studies were pursued. By the Presbytery of Abingdon 
(Tenn.), he vi'as licensed to preach in 1792 and 
ordained to the full work of the ministry in 1794. In 
April, 1794, he accepted a call to the New Providence 
(Maryville, Tenn.,) and Eusebia churches and began 
his pastoral duties. Those were the days when congre- 
gations went armed to church and ministers preached 
with rifles by their sides because of danger from the 
Indians. The Cherokees were on the warpath. Work 
was done and trips were made in companies. The 
people lived in settlements or behind the walls of forts. 
The young minister did his share of the common labor 
and took his part of the dangers. When the Cherokees 
became more tractable he established missions and 
schools for them, collecting considerable amounts of 
money in the North for this purpose and discontinuing 
the work only when health and financial embarrass- 
ment, growing out of his personal sacrifices for the 
mission, made it necessary. 

In 181 1 he removed to Franklin, Williamson County, 
Tennessee, eighteen miles south of Nashville, to take 
charge of Harpeth Academy and afterwards Independ- 
ent Academy in the same county and to evangelize the 
surrounding region. A considerable change was made 
in the religious sentiment of the country within a 
radius of fifty miles. While here, in 1818, Greenville 
College, Tennessee, gave him the degree of Doctor ot 
Divinity. 

Remaining in Williamson County for twelve years, 
he, in 1823, became the pastor of the First Presbyterian 




The Rev. Gideon Blackburn, D.D. 



Church of Louisville, Kentucky. After a successful 
pastorate of four years he accepted the presidency of 
Centre College, Danville, Kentucky, where he remained 
for three years. Returning to the pastorate, he remained 
at Versailles, Kentucky, for three years and thence 
went to central Illinois in 1833. For a time he was 
financial agent for Illinois College at Jacksonville, but 
the last years of his life were given to the project of 
founding a theological seminary for the Central West. 
His efforts resulted in the establishment in after years 
of Blackburn University at Carlinville, Illinois. 

In the early part of the winter of 1837-8 Doctor Black- 
burn slipped and fell on the ice, so seriously injuring 
the hip-joint that he never walked again. August 23, 
1838, he fell asleep, in the sixty-sixth year of his age. 

October 3, 1793, he was married to Miss Grizzel 
Blackburn, a distant relative. Of eleven children, seven 
sons and four daughters, two sons became ministers and 
one son died while fitting himself for the ministry. 

Doctor Blackburn was a new-school Presbyterian, 
throwing himself heart and soul into the struggle for 
what he believed to be the truth. Yet in his manners 
he was of the old school of gentlemen, easy, gentle, 
courteous, mild, affable, always dignified, even somewhat 
reserved. His bearing was naturally military and on 
occasion he could be severe and haughty. He ruled 
well his own household and the youth entrusted to his 
care in the academies and the college of which he was 
the head. He was not a finished nor a profound scholar, 
but his knowledge of and instruction in logic, rhetoric, 
mental and moral philosophy, was broad and illuminat- 
ing. In his preaching he was c.v tempore, didactic, 
vividly descriptive, witching. His voice was silvery, 
his person and manner elegant, his zeal contagious, his 
logic convincing and his eloquence inspiring. Men heard 
him, went away and came to hear him again. He be- 
lieved in Providence and accepted trial and sorrow as 
well as prosperity and happiness as coming from God. 
He was a man of men and a man of God. 



569 



Howard Benjamin Beecher 

WHO bears an enviable reputation as an efficient 
and successful teacher in Peoria Coiint}^ Illi- 
nois, as well as the various other localities where 
he has had charge of schools, is at present principal 
of the Douglas School, in Peoria, Illinois. Mr. Beecher 
was born in Monmouth, Illinois, his parents, Benjamin 
J. and Merry A. (Boland) Beecher, being natives of 
New York State. At an early date they moved to 
Illinois, and thence, late in life, to Nebraska, where 
both died, the former in 1888, and the latter in 1900. 
Their son, Howard, evincing lively inclination to ac- 
quire knowledge, attended the schools of Monmouth 
in his boyhood days, and afterward became a pupil in 
those of "Warren County and at Galva, successively, 
subsequently studying for a time in the Iowa State 
University, Michigan University and Illinois Univer- 
sity. From the last-named institution he received the 
degree of A.B. His graduation took place from the 
Galva High School. 

For a number of terms Mr. Beecher taught in the 
country schools of Henry County, Illinois, and Phil- 
lips Count}', Nebraska, and for three years he \yas so 
engaged at the Ward School, in Galva. His period of 
service in the Douglas School, in Peoria, has covered 
sixteen years. Under his direction, as principal of this 
school, are fourteen teachers, with an average attend- 
ance of live hundred pupils, and in addition to this he 
supervises the work of the public night school, which 
requires the services of four teachers and is attended 
by one hundred pupils. It will thus be seen that the 
time of this busy instructor is fully occupied to good 
purpose, and the results of his diligent and conscien- 
tious eiTorts are manifestly satisfactory to all imme- 
diately concerned and to the corhmunity at large. 

Mr. Beecher is a prominent and active member of the 
Illinois Schoolmasters' Club, and holds the office^ of 
treasurer of the Central Illinois Teachers' Association. 
The college fraternity with which he is identified is the 





William Hempstead Beebe. 



Howard Benjamin Beecher. 

Phi Delta Theta, and he is affiliated vi'ith the lodges 
of the Masonic Order and the Modern Woodmen of 
America. In religious faith he is a Baptist, as are 
also the members of his family. 

In 1887 Mr. Beecher was married to Miss Alice Day, 
and their surviving children are three in number, viz. : 
Benjamin Sanford, Dorothy and Frances. Benjamin 
S. is at the present time an instructor in political 
economy in the University of Wisconsin, where he is 
studying for a master's degree. 

Mr. Beecher's residence is at No, 408 Frye avenue, 
Peoria, Illinois, and he and his family are held in high 
esteem in the neighborhood of his home, as well as by 
numerous friends throughout the city. 

William Hempstead Beebe 

MR. BEEBE was born at Galena, Illinois. Septem- 
ber 18, 1846, his father being Thomas H. Beebe, 
born at St. Louis, Missouri, in 1819, and his 
mother, Catherine Eddowes, of Dover, Delaware. The 
family came to Chicago in the spring of 1853, where 
Thomas H. Beebe engaged in the commission business 
as president of the Peshtigo Company, being associated 
with William B. Ogden. 

William Hempstead Beebe was educated in the pri- 
vate schools of Chicago and the University of Chicago, 
class of 1866. On leaving college, he entered the office 
of the Peshtigo Company, lumber manufacturers, and 
afterward engaged in the lumber business with Edward 
Hempstead, under the firm name of Hempstead & 
Beebe. Subsequently he joined the Chicago Board of 
Trade, and for twenty-seven years was engaged in the 
grain commission business with R. Hall McCormick, 
as McCormick & Beeb'e, and afterward under the style 
of William H. Beebe & Co. While a member of the 
Board of Trade, Mr. Beebe served successively as a 
member of the Arbitration and Appeals Committees and 
as a director of the Board. In 1887 he was appointed 
by Mayor Roche a member of the Library Board, serv- 
ing on the Administration Committee, and was elected 



570 



president of the Board for 1888 and 1889. In 1893 he 
was appointed by Mayor Washburne a member of the 
Board of Education, serving as chairman of tlie Com- 
mittee on Buildings and Grounds during 1895. 

Mr. Beebe is a member of the Presbyterian Church, 
was married in October, 1871, to Miss Kate Krebs, 
of Baltimore, Maryland. He is agent for the Estate 
of L. J. McCormick, with offices in the !McCormick 
building. He resides at 154 East Superior street, Chi- 
cago. 

Louis Baer 

THIS gentleman has been an active member of the 
public-school system of Ilinois for over twenty- 
four years, and has aided most materially in main- 
taining the high standard of excellence to which our 
schools have attained. He was born at St. Jacob, Illi- 
nois, July 12, 1868, son of Rudolph Baer, native of 
Switzerland, and Louise Baer, native of German}', both 
of whom are still living. He was educated in country' 
schools, which he attended from his sixth to his six- 
teenth year, and he studied for three terms at the 
Teachers' Training School, Oregon, Illinois, and one 
term at the Denver University. He first taught in 
Union, Illinois, for a year; in Wider Ranger, Illinois, 
one year ; Lee, Illinois, one year ; St. Jacob, Illinois, 
three years, and for the past nineteen jears has been 
Superintendent at Madison, Illinois, where he has under 
charge three schools, twenty-two teachers and over 
one thousand pupils. 

Mr. Baer is a member of the National Education 
Association, the Illinois State Teachers' Associa- 
tion, Southern Illinois Teachers' Association, Madison 
County Teachers' Association, Ancient Order United 
Workmen, Odd Fellows, Modern Woodmen of Amer- 
ica and the Presbyterian Church. Among valuable 
works written by him were : " Eighth Year Question 
Book," " Sevemh Year Question Book," " Seventh 
Year Test Problems " and the " Illinois State Question 
Book." On June 25, 1896, he was married to Miss 





Louis B.\ER. 

Anna L. Ulffers, and they have five children ■ 
Elwynn, Leroy, Dorothy and Marjorie Baer. 



■ Lucille, 



jMyron G. Burtox. 



Myron G. Burton 

AMONG the prominent educators of Kendall County 
is Mr. M. G. Burton, whose excellent work along 
the lines of industrial education has attracted spe- 
cial attention. Mr. Burton ranks as a leader in all 
up-to-date methods of instructing the youth and prepar- 
ing them to take up positions of usefulness. 

!Myron G. Burton was born in Hamilton County, Indi- 
ana, September 13, 1880. His parents were both natives 
of the Hoosier State, which of late years has made its 
influence felt in producing men foremost in literary and 
educational advancement. 

Mr. Burton's preliminary education was secured in the 
public common schools of Indiana : the Washington 
Township High School, Indiana ; Westfield Academy, 
Indiana : the Indiana University and also the University 
of Chicago. While his classic training was secured in 
the above schools, yet the foundation of his practical 
ability was acquired in boyhood days in an apprentice- 
ship in his father's cabinet shop. 

His professional career began in Hamilton County, 
Indiana, as a teacher in the Westfield School, and con- 
tinued as superintendent in the Walnut Grove Township 
High School. L'nder the direction of Mr. Burton the 
Walnut Grove High School attained an enviable reputa- 
tion in manual arts. From Walnut Grove he came to 
Piano, Illinois, where he was superintendent of the 
schools, with eleven teachers and four hundred pupils 
under his charge. Resigning his position in the Piano 
schools, Mr. Burton became educational director in the 
National Manual Training Corporation. Piano, Illinois. 
Here Mr. Burton has found a splendid field for that 
wealth of knowledge in industrial education which he 
secured by }'ears of study and extended experience. 
Mr. Burton brings to the National IManual Training 
Corporation a thorough, yet broad and comprehensive, 
grasp of the place of the practical in modern education. 



571 



' Viola Emeline Bender 

IN the excellence, utility and general efficiency of its 
schools the city of Monmouth ranks among the best 
in the State and they are conducted along the most 
progressive lines, those in charge of affairs being well 
known for their ability and good judgment in the man- 
agement of the duties imposed upon them. Among the 
talented and thoroughly trained instructors stationed 
there is Miss Viola Emeline Bender, the popular .prin- 
cipal of the Willits School, who has had a valuable, 
practical experience extending over twenty-seven years 
in the public-school service. 

Miss Bender is a native of the Buckeye State, having 
been born October 8, 1862. in Mohican. Ohio, her par- 
ents being George and Lydia Dillier Bender, both 
natives of Pennsylvania and both deceased, the former 
having died July 8, 1900, the latter on August 22. 1906, 
in Kirkwood, Illinois. Miss Bender received her early 
education in a country school near Reed. Illinois, the 
graded school at Kirkwood and the Western Normal 
School at Shenandoah. Iowa, and subsequent private 
studies have greatly enlarged her stock of knowledge. 
She first taught in the country schools of Warren county. 
Illinois, for nine years ; was instructor in the Lowell 
School, at IMonmouth, Illinois, for thirteen years, and 
for the past five years has been principal of the Wilhts 
School, Monmouth, where she has charge of eight teach- 
ers and about three hundred pupils. 

Miss Bender is a member of the Illinois State Teach- 
ers' Association, the Central Illinois Teachers' Asso- 
ciation, the Monmouth Schoolmasters' Club, and the 
Presbyterian Church, and she is held in high esteem 
in both scholastic and social circles. 

Marion Nelson Beeman 

SUPERINTENDENT of city schools at Lewistown, 
Illinois, is an educator of thirty years' experience 
and well known for the thoroughness of his meth- 
ods. He holds a life state certificate, issued by Samuel 





Makion Nelson Beeman. 



-I _ ^ ^^•v^ ■■■■ 
Viola Emeline Bender. 



M. Inglis in 1897, and conducted teachers' institutes 
in Crawford, Clark, Clay and Fayette Counties, Illi- 
nois, for many years. He was born December 22, 1861, 
on a farm near Oblong, Illinois, and, his parents, 
Charles S. and Margarette E. Beeman, both natives 
of this State, are still living at the old homestead. He 
first was a pupil in the country school of his birthplace; 
then attended the Illinois State Normal University, 
at Normal ; the University of Illinois, at Urbana ; per- 
formed two years' non-resident work at the Illinois 
Wesleyan College, Bloomington, and finally took a 
course at the Eastern Illinois Normal School, Charles- 
ton, Illinois, from which he graduated in 1900. Mr. 
Beeman first taught for five years in country schools 
in Crawford County, Illinois ; next in the grammar 
school at Palestine, Illinois ; was high-school principal 
at Robinson, Illinois, from 1887 to 1889: principal of 
the East Pana. Illinois, school from 1890 to 1891 ; 
superintendent of the Altamont. Illinois, schools, 1891-2; 
four years county superintendent of Crawford County ; 
superintendent city schools, Robinson, Illinois, 1900 to 
1902 ; four years assistant principal of Marshall Town- 
ship High School, Marshall, Illinois, and in igo6 was 
appointed to his present position of superintendent at 
Lewistown, where he has charge of three schools, thir- 
teen assistants and about five hundred pupils. 

^Ir. Beeman is author of " The Analysis of the Eng- 
lish Sentence." a work of much merit, published b}' A. 
Flanagan Company, Chicago. He is an ex-member 
of the Illinois State Teachers' Association, was an 
officer of the Eastern Illinois Association in 1906, and 
became a member of the jNIilitary Tract Teachers' Asso- 
ciation in March, 1907. He is also affiliated with the 
Knights of Pythias, the Masonic fraternity and the 
Church of the Disciples. On August 23, 1890, he was 
married to Miss Catherine V. Hill, and their family 
consists of four children, Charles Lester, Iva Reese, 
Marion Roy and Catherine Marie. 



572 



George C. Baker 

FOR almost a quarter-century the above named has 
been actively identified with public school work and 
he has achieved distinction as a pedagogue of excep- 
tional ability and the most advanced methods. 

Mr. Baker was born in Council Bluffs. Iowa, son of 
J. W. Baker, a native of Virginia, who deceased May 20. 
1905, at Toulon, Illinois, and Caroline (Leavitt) Baker, 
a native of Ohio, who died September 17, 1889, at 
Athens, Missouri. He was educated in the common 
schools of Missouri and through close, constant private 
study has accumulated a most valuable store of knowl- 
edge. He first taught in the rural schools of Missouri, 
next in the graded schools of Alexandria, Missouri, for 
a year, and then for three years at Bentonsport, Iowa, 
nine years at Hamilton, Illinois, five years at Toulon, 
Illinois, was county superintendent of Stark County at 
Toulon four years, and is now most efficiently serving 
his second term as county superintendent of schools of 
Stark County, Illinois. 

Mr. Baker is a member of the Illinois State Teachers' 
Association, the Modern Woodmen of America, the 
Independent Order of Red Men and the Methodist Epis- 
copal Church. In 1882 he was married to Miss Emma 
Fentem and they have four children — Edgar F., Mar- 
garet E.. Clarence and Ralph Baker. 

William T. Bawden 

AMONG the prominent educators of the Prairie 
_^~^ State, a foremost position is held by William 
Thomas Bawden, assistant dean of the College 
of Engineering, University of Illinois, at Urbana. He 
has also achieved distinction as an author, having writ- 
ten a monograph on " Manual Training in the Public 
Schools," published in the Normal School Quarterly, 
issued by the Illinois State Normal University; an 
illustrated monograph on the " Manual Arts Bulletin," 





WiLLi.\M T. Bawden. 



George C. Baker. 



printed in the same publication ; " Supplemental Bible 
Exercises for the Sundaj'-school," published in the 
Philadelphia Sunday School Times; since 1909 he has 
been managing editor of the Manual Training Maga- 
zine, issued by the Manual Arts Press, Peoria, Illinois. 

Mr. Bawden was born in Oberlin, Ohio, son of the 
Rev. Henry H. Bawden, native of England, a promi- 
nent divine, and now pastor of the First Baptist 
Church, North Fairfield, Ohio, and Harriet Newell 
(Day) Bawden, a native of New York, who is also 
living. He attended the public schools at Dayton, Ohio, 
seven years ; the schools at Champaign. Illinois, four 
years ; Doane Academy. Granville, Ohio, two years ; 
Denison University, Granville, Ohio, four years, re- 
ceiving therefrom the degree of A.B. in June, 1896; 
the Mechanics' Institute, Rochester, New York, in 
which he took a special course in manual training, and 
the Teachers' College, Columbia University, New York 
Cit3', receiving from the latter the degree of B.S. in 
1903. In 1896-97 he was instructor in common branches 
in the Cedar Valley Seminary, Osage, Iowa ; instructor 
in wood-turning and patternmaking. New York Re- 
formator}', Elmira, New York, 1898: assistant super- 
visor of manual training, public schools, Buffalo, New 
York, from 1898 to 1902 ; director of the manual-train- 
ing department. State Normal University, Normal, 
Illinois, 1903-10, and from the latter year has been 
assistant dean of the College of Engineering, Univer- 
sity of Illinois. 

Mr. Bawden is a member of the National Edu- 
cation Association, the Illinois State Teachers' 
Association, National Society for the Promotion of 
Industrial Education, Western Drawing and Manual 
Training Association, in which he was chairman of the 
editorial board from 1907 to 1909, and vice-president 
in 1910, and the Illinois Manual Arts Association, of 
which he was secretary-treasurer from 1904 to 1908, 
and president in 191 1. In 1898 he was married to Miss 
Ora Richardson, of Parkersburg, West Virginia, and 
they have one child, William H. Bawden. 



573 



Zonia Baber 

WHEN John D. Rockefeller promulgated the idea 
of creating a university in the Middle West, he 
builded — as the saying is — "better than he knew." 
The many millions which this philanthropist has exploited 
in the cause of education could not have been put to 
better use for general good and the betterment of man- 
kind. Some of the finest educators in the United States 
are to be found connected with this institution ; among 
them worthy of honorable mention is Miss Zonia Baber, 
an associate professor in the teaching of geograph}'. 

Miss Baber was born in Kansas, Illinois, in 1862, her 
parents being Amos Baber, a native of Illinois (who 
deceased in 1864), and Nancy Rebecca (Lycan) Baber, 
also a native of Illinois (who deceased in 1892, in 
Paris, Illinois). She was educated in the public schools 
of this State, graduating from the Paris (111.) high 
school and the Cook County Normal School. Later, 
after taking up a course of study in the University of 
Chicago, she graduated therefrom in 1904 with the 
degree of Bachelor of Science. In 1899-1900 Miss Baber 
made a trip around the world, spending much time in 
study in the Orient. She was a graduate student in 
geography in Cook County Normal School in 1886. In 
her professional career she has been principal of the 
Hillman Street School, Youngstown, Ohio (1886-8) ; 
was critic teacher in the Cook County Normal School 
(1888-9) ; was head of the Department of Geography 
in the same institution in 1899, and in the Chicago Insti- 
tute, 1900-1. She has been an instructor in the. Depart- 
ment of Geography in the College of Education, Uni- 
versity of Chicago, since 1901. She is a member of the 
National Education Association, the Illinois State 
Teachers' Association, the Northern Illinois Teachers' 
Association, the American Association for the Advance- 
ment of Science, and the Chicago Geographical Society, 
of which she was one of the founders. Aliss Baber has 
contributed many articles to educational magazines, and 
her intimate acquaintance with the corners of the globe 





Walter F. Boyes. , 



Zonia Baber. 

make her lectures vividly interesting. Miss Baber re- 
sides at 5623 Madison avenue, Chicago. 

Walter F. Boyes 

MR. BOYES has been actively identified with the 
public school interests of Illinois for a quarter 
of a century, and is widel}' known as an 
advanced educator and a thoroughly accomplished 
scholar. He is a native of this State, having been born 
in Knox county, October 8, 1865, son of Robert D. and 
Emily (Bird) Boyes, natives, respectively, of New York 
State and Ontario, Canada, and both deceased, the 
former having died in Yates City, Illinois, in 1893, the 
latter in Elmwood, Illinois, in 1886. He was educated 
in the, public schools of Elmwood, Illinois, and also per- 
formed summer work in the University of Illinois. On 
beginning his professional work he taught in ungraded 
schools in Peoria County, Illinois, for four years ; then, 
successively, was principal at Monica, Illinois, two 
years; principal at Princeville, Illinois, three j^ears; 
principal of the Yates City High School, eight years, 
and since 1902 has been county superintendent of schools 
of Knox county, having been elected to this honor 
three times in succession. He has supervision of l8s 
schools, 336 teachers and 9,000 pupils. Of the schools, 
165 are of one and two rooms and these are under his 
direct care. 

Mr Boyes is an active member of the National Edu- 
cation Association, the Illinois State Teachers' Asso- 
ciation (since 1892), the Central Illinois Teachers' As- 
sociation, and he has been for eight years a member of 
the State Teachers' Reading Circle Board. He is 
treasurer of the Military Tract Educational Association, 
has served as a member of the executive committee of 
the Central Illinois Teachers' Association, and holds 
membership in the Illinois Schoolmasters' Club, the 
Masonic Order, the Galesburg Business Men's Club and 
the Presbyterian Church. In 1896 he was married to 
Miss Minnie M. Khnck, of Princeville, Illinois, and 
they have two children. Norma K. and Herbert K, 
Boyes. The family reside in Galesburg, Illinois. 



574 



Mary M. Bartelme 

IF practical demonstration is the most convincing 
manner of proving one's merits, then the lady whose 
name and portrait appear here has decidedly proven 
herself worthy of recognition among the foremost of her 
sex in the educational world. Her life has been a busy 
one, filled with uplifting work, and with efforts that have 
been deservedty rewarded with success. 

Miss Bartelme was born in Chicago, her parents being 
Jeannette T. and Balthasar Bartelme, her father's busi- 
ness being that of real estate and insurance. Her early 
education was received in the public schools of her na- 
tive city, and in 1882 she made a most creditable grad- 
uation from the West Division High School. Later in 
the same year she began her pedagogical career, during 
which faithful and most valuable services were ren- 
dered the public for ten years, up to 1892, in which time 
she held terms in the Armour and Central Park Schools, 
respectively. Her methods were of a progressive order, 
yet ever retained all the good of her predecessors, and 
her work was marked with merit and most creditable 
results throughout. On retiring from active school 
duty in 1892, Miss Bartelme entered the Law School ot 
the Northwestern University, and having a natural apti- 
tude for legal study, her successful graduation in 1894 
followed as a natural matter of course. Soon afterward 
she began the practice of her profession in Chicago, and 
has since developed a large and ever growing clientele. 
Her ability becoming recognized, it was duly rewarded 
by her being appointed Public Guardian by the Gover- 
nor of Illinois, which office she is now holding for the 
third term. In this capacity she is empowered to act as 
the administrator of minors' estates, and her presence 
is daily required in the probate court. She is a member 
of the State Bar Association, Chicago Bar Association 
and the Chicago Woman's Club, and is a Bachelor of 
Law, having received the degree from the Northwestern 
University Law School, and she is warmly esteemed in 
educational, legal and social circles. 





Arthur Clark Butler. 



Mary M. Bartleme. 



Arthur Clark Butler 

MR. BUTLER is the son of James L, Butler, for- 
merly of Virginia, and Oletha (Sargent) Butler, 
a native of Ohio, the father having. died in Par- 
sons, Kansas, July 17, 1891, and the mother at the same 
place. May 26, 1900. 

Mr. Butler was born in Jacksonville, Illinois, April 
II, 1848, where he began his education in the common 
schools, following in the Illinois State Normal Uni- 
versity, from which he was graduated June 21, 1S78. 

He received the degree of Master of Arts from Black- 
burn College of Carlinville, Illinois, and did post-grad- 
uate work by correspondence in the University of Chi- 
cago. 

He was principal of the Moweaqua School, Illinois, a 
year; principal of a school in Bement, Illinois, two 
years ; Normal, two years ; Virginia, three years ; su- 
perintendent at Beardstown nine years ; principal of 
Taylorville Township High School three years ; super- 
intendent Kewanee ten years, and since 1900 has been 
superintendent at Abingdon — all in Illinois. He has 
three schools, twenty teachers, and five hundred and 
fifty pupils under his jurisdiction. 

He is a member of the Illinois State Teachers' Asso- 
ciation, of which he is vice-president, and once was 
president of the Central Illinois Teachers' Association ; 
is a member of the Military Tract Association and the 
Knox County Association. He has served on the 
Executive Committee of both the first-mentioned asso- 
ciations, and has appeared frequently on their programs. 
He is the author of " Persimmons," " Gala-Day Stories," 
and is a regular contributor to the School Nezvs, and an 
occasional contributor to other educational journals. He 
is a member of the Masonic fraternity, and belongs to 
the Methodist Episcopal Church. 

He married Miss Eliza Eaton, of Stonington, Illinois, 
June IS, 1870; and they have one daughter — Mrs. F. 
B. Newell, of Washington, D. C. 



575 



Rosanna A. Burke 

FOR nearly a quarter century Miss Burke has been 
a member of the public school educational corps 
of Illinois, and her name is honored in scholastic 
circles. She was born July 6, 1867, in Weaverville, 
California, her parents being Thomas Burke," a native 
of Waterford, Ireland, who was killed by Indians in 
California, October 13, 1867, and Elizabeth Burke, 
native of Wexford, Ireland, who deceased February 
14, 191 1, in Gillespie, Illinois. She was educated in 
country schools near Edwardsville, Illinois ; a public 
school in St. Louis and Almira College, Greenville, 
Illinois. She also took a course in the Inter-State 
School of Correspondence and received a diploma 
therefrom. On beginning professional work, INIiss Burke 
taught for two terms in a country school near Gilles- 
pie, Illinois ; then for twenty years in the schools of 
Gillespie, two years as principal, and for the past six 
years has been principal of the Gillespie High School, 
in which incumbency she has met with commendabk- 
success. Her special study has been ancient and modern 
history, in which she excels. 

Mr. A. C. Stice, superintendent of schools, paid tht 
follovifing tribute of praise to Miss Burke : " As a 
teacher she is exceptionally thorough, exact and con- 
scientious, and an excellent disciplinarian, ever ready 
for an emergency, and she has proved to be one who 
can be relied upon. She has always taken a very 
decided stand for the best interests of the school, even 
when it resulted in the sacrifice of her own interests." 
Miss Burke is a member of the county educational 
organizations, has been president and secretary' of local 
organizations and is most estimably known in educa- 
tional circles. 



M 



Theodore G. Burgess 

R. BURGESS, head of Bradley Polytechnic Insti- 
tute at Peoria, Illinois, has been identified with 
the educational world for over a quarter century. 





Theodore C. Burgess. 



Rosanna A. Burke. 

and, during that time, has held some most important 
scholastic positions. He is a specialist in the Greek lan- 
guage and literature, is also skilled in administration 
work, and it is in the latter branch that his time is 
mainly occupied at Bradley Institute. As a writer he 
is an author of " Epideictic Literature," a valuable vol- 
ume, and " Elementary Greek," a first-year book in 
Greek, and he has also written numerous magazine arti- 
cles. 

Mr. Burgess was born April i^, 1859, in Little Valley, 
New York, son of Chalon Burgess, native of Silver 
Creek, New York, who died there in rpoi, and Emma 
(Johnston) Burgess, native of Ovid, New York, who 
died in Eugene, Oregon, in 1908. He was educated in 
elementary schools, the high school at Panama, New 
York ; State Normal School at Fredonia, New York, 
from which he graduated in 1879 ; Hamilton College, 
Clinton, New York ; graduating therefrom in 1883 as a 
Bachelor of Arts, and in 1886 received the degree of 
Master of Arts, and from 1896 to 1898 was a graduate 
student in the University of Chicago, from which he 
received the degree of Doctor of Philosophy. His first 
official position was that of head of the Department of 
Ancient Languages in the State Normal School at Fre- 
donia, in which capacity he continued for thirteen years, 
and since 1S97 he has been head of a similar department 
in Bradley Polytechnic Institute. Since 1904 Mr. Burgess 
has also held the office of Director, a position in which 
he has supervision of forty-one instructors and ten hun- 
dred and sixteen pupils. 

Mr. Burgess holds membership in the National Edu- 
cation Association, the Illinois State Teachers' Asso- 
cation. Central Illinois Teachers' Association, is secre- 
tary-treasurer of the Classical Association of the Middle 
West and South, a member of the National Association 
for Industrial Education, the Illinois Manual Training 
Association, American Philological Association, the 
Creve Coeur Club of Peoria, the Quadrangle Club of 
Chicago and the Presbyterian Church. In 1887 he was 
married to Miss Laura May Briggs and they have one 
child — Helena Burgess. 



576 



Edwin Irving Belote 

THE public schools of Illinois have been advanced 
to a high state of excellence and are a source of 
pride to its citizens. The schools of Alton are no 
exception to the rule. Those of Upper Alton, which 
was annexed to Alton in ipii, were, under the superin- 
tendency of Edwin Irving Belote, managed with such 
good judgment that the best of results were attained. 
Annexation to Alton removed the superintendency, but 
on concluding his term of that office Mr. Belote was 
engaged by the Board of Education of Edwardsville, 
Illinois, to act as principal of the high school in that 
city, and entered upon his duties in the fall of 191 1. 

Mr. Belote was born in Greenfield Mills, Indiana, 
September 20, 1883, son of J. J. and E. C. Belote, 
natives of Indiana, and both living. He was educated 
in the rural schools of Michigan, grades one to four ; 
the rural and city graded schools of Indiana, grades 
four to eight ; the Fremont, Indiana, high school, from 
which he graduated in igoi ; the Elkhart, Indiana, high 
school, with graduation in 1905 : and he took the course 
in the civil engineering schools of the Universit^^ of 
Michigan. " Since then he has been pursuing a collegiate 
course of study in the Lincoln-Jefferson University. 
Mr. Belote is an accomplished coach in high-school ath- 
letic work and has had excellent success in this capac- 
ity. In 1909 he became principal of the high school at 
Upper Alton ; in 1910 was made superintendent of the 
schools there and had under his supervision four schools, 
twenty-two teachers and 725 pupils. 

Mr. Belote is an accomplished musician, being a fine 
tenor soloist and a skilled performer on the slide trom- 
bone. He is leader of a male quartette. On July 21, 
1909, he was married to Miss Leo B. Orr, of Laporte, 
IiTdiana, a lady who has won distinction in elocution 
work, both as reader and teacher. Their residence is 
at Edwardsville, Illinois. 




Edwin Irving Belote. 




George C. Butler 



SUPERINTENDENT OF SCHOOLS at Downers 
Grove, Illinois, has been engaged in schoolwork for 
twenty years, and has built up a most creditable 
reputation for his mastery of all the details of his pro- 
fession and the skilled application thereof. He was born 
in Grayville, this State, in 1869, his father, D. O. Butler, 
being a native of Edwards County, Illinois, while his 
mother, Anna Butler, who deceased at Grayville, Illinois, 
in 1888, was born in England. The excellent education 
he possesses was secured in rural schools, the Grayville 
High School, Albion Normal School, Dixon Normal and 
the Indiana University. He has made special studies of 
domestic science and manual training, and has done 
much to improve and advance these branches of educa- 
tion in the schools of Dupage County. 

Mr. Butler first taught in country schools for three 
years in Edwards County, Illinois ; then for eight years 
in the city schools of Grayville, was for three years 
superintendent at Neponset, Illinois, and for four years 
was superintendent of the schools at Naperville, Illinois. 
He is now filling his second year as superintendent of. 
schools at Downer's Grove, Illinois, and under his man- 
agement are two schools, a staft of twenty assistant 
teachers and a heavy enrolment of pupils. 

!Mr. Butler is a member of the Illinois State Teachers' 
Association, the Northern Illinois Teachers' Association, 
the Masonic Order, Knights of Pythias, Modern Wood- 
men of Anierica, Eastern Star, and the M. E. Church, 
and is now serving his fourth year as president of the 
Dupage County Teachers' Association. 

In 1894 he was married to Miss Isabelle Coles and 
they have a family of three children, Miriam, Malvin 
and ]\Ia.x. 



George C. Butler. 



37 



577 



O. C. Bailey 



IN the development and upbuilding of the educational 
resources and excellence of the schools of Illinois, 
most valuable services have been rendered by ]Mr. 
O. C. Bailey, who has been a member of the pedagogi- 
cal profession for the past quarter century. 

Mr. Bailej- was born in Belleville, Indiana, son of 
M. R. Bailey, native of Kentucky, who is still living, 
and Rachel E. (Lineberry) Bailey, native of North 
Carolina, who deceased in February, 1905. He attended, 
in turn, the West Union. Jilonrovia high school and the 
Normal College, all in Indiana ; also taking a course 
in the Illinois State Normal University ; attended 
Westfield College, from which he was graduated with 
the degree of Bachelor of Arts. As teacher he was 
principal of the schools at Jewett, Illinois, one year ; 
principal at Trilla, Illinois, three years ; principal at 
Ashmore, Illinois, eight years ; principal at Windsor, 
Illinois, one year ; superintendent at jMilford, Illinois, 
three years; superintendent at Newman, Illinois, two 
5'ears, principal of Township High School, Newman, 
Illinois, two years ; is now principal at Lovington 
Township High School, which is a departmental high 
school, with a faculty of eight teachers. 

'Mr. Bailey is a writer of ability, and has contributed 
to literature, " Outlines for Study of ' The Princess,' " 
" Miles Standish " and " Webster's Reply to Hayne," 
"Arithmetic for Institutes," and is a regular contributor 
to a number of educational magazines. He is a mem- 
ber of the National Education Association, Illinois 
State Teachers' Association, Illinois State Teachers' 
Reading Circle, Central Illinois Teachers' Association, 
Eastern Illinois Teachers' Association, the Masonic 
Order, Odd Fellows. Modern. Woodmen of America and 
the Presbyterian Church. In 1890 Miss Anna W. Estes 
became his wife, and they have three children — Roscoe 
E., Edna V. and Robert Bailey, 




O. C. B.MLEV. 




John Morton Brewer. 



John Morton Brewer 

MR. BREWER is a native of Illinois, having been 
born on a farm near Charleston, Coles County, 
July 20, 1872. His father and mother, Andrew 
T. and Rhoda Jane Brewer, both natives of Indiana, 
are still living. 

He was educated in the elementarj' schools of this 
State. He was graduated from the Toledo (111.) high 
school, the Dixon (III.) Normal School and Austin 
College. He has spent some time in study in other 
institutions of learning and has held a state certificate. 

He first taught in the country schools of Cumberland 
County, beginning in 1891. He also taught in Moultrie 
County. Later he taught in the grammar grades of 
Greenup and Lovington city schools. The six years 
following he was city superintendent of schools, at 
Lebanon, Illinois. Her-e he gained for himself a fine 
reputation as an organizer and first-rate educator. The 
city of Chester, in making a change of superintendents, 
invited Mr. Brewer to become its superintendent of 
schools. This is his second year in charge of the Ches- 
ter schools. 

JMr. Brewer has been very successful in Chester in 
organizing the community and securing its cooperation 
in building up the school. 

The last two summers he has spent in summer nor- 
mals and county institutes, teaching. 

Mr. Brewer is a member of the Illinois State Teach- 
ers' Association, the Southern Illinois Teachers' Asso- 
ciation, and is president of the Randolph County 
Teachers' Association and a member of the Odd Fel- 
lows and the Methodist Episcopal Church. 

On August 23, 1896, he was married to Miss Mae P. 
Head, a teacher. They have three children, Lester 
Paul, Lyman Andrew and Leland Britton. 



578 



Ella Beseman 



IN the public-school service woman has long held a 
prominent place — in fact, over two-thirds of our 
public-school instructors are women, and right 
nobly have they met all demands made upon them. 
More to their unselfish efforts and devotion to duty 
than to any other agency is due the present excellence 
of our school system. 

Among the women who have won distinction along 
pedagogical lines in Illinois is Ella Beseman, now prin- 
cipal of the Lee School, Peoria, Illinois. Aliss Beseman 
comes of good old German stock. She was born in 
Dresden. Her father. George August Beseman, was a 
native of Gottingen, Germany, and died in Peoria, Illi- 
nois. Her grandfather was a graduate of the Univer- 
sity of Gottingen, and for years was a valued mem- 
ber of the faculty of that institution. Her mother, 
Augusta (jNIetzger) Beseman, a native of Saxony, 
Germany, is still living. The excellent education she 
possesses was obtained through studies in the common 
and high schools of Peoria and the University of Chi- 
cago. Since beginning professional work she has 
taught in the Douglas School, the Webster School and 
the Lee School. As principal of the latter she has 
supervision over fourteen teachers and about four hun- 
dred pupils, and under her discreet management of 
affairs most substantial results have been effected. 

Miss Beseman is a member of the Illinois State 
Teachers' Association, Central Illinois Teachers' Asso- 
ciation, Peoria Women's Club, Women Teachers' Club 
of Peoria, the Y. W. C. A., the Schoolmistresses' Club 
of Illinois and the Second Presbyterian Church. In 
igo6 she was president of the Women Teachers' Club 
of Peoria, and in 1907 of the Schoolmistresses' Club. 
Her excellent standing in educational circles is thor- 
oughlv established. 





Charles Henry Brittin. 



Ella Beseman. 

Charles Henry Brittin 

THE splendid status upon which the public-school 
system, as carried out in Illinois, rests, is a mag- 
nificent tribute to the conscientious and efficient 
efforts of the educators in control of that system. To 
become a successful teacher, one must embody the 
highest intellectual and moral traits and qualities, to- 
gether with a magnetism and honest aggressiveness 
that will make one's influence felt and appreciated. 

Charles Henry Brittin, principal of schools at Kirk- 
wood, Illinois, is adapted by nature for the teachers' 
calling, and this natural aptitude has been further en- 
hanced in strength and practical value by the thorough 
course of training that has been undergone by him and 
the vast store of knowledge he has accumulated. 

]Mr. Brittin was born in Cantrall, Illinois, October 28, 
1881, son of John and Mellissa (Canterbury) Brittin, 
both natives of this State, and both now living. He was 
educated in the rural schools near Rochester, Illinois : 
Athens, Illinois, and Cantrall, Illinois ; the Cantrall 
high school, from which he graduated in 1898, and the 
State Normal School, at Normal, Illinois, graduating 
from the latter in 1907. In November and December 
of the latter year he was absent from school on account 
of filling a vacancy in the science department of the 
high school at Terre Haute, Indiana. After graduating, 
he was principal at Maquon for two years, and in 1909 
went thence to become principal at Kirkwood, where he 
has charge of six rooms, seven teachers and about two 
hundred and fifty pupils. 

He is a member of the Illinois State Teachers' Asso- 
ciation (of which he was vice-president of the village 
principals' section from 1908 to 1911), the Masonic Order 
and the Christian Church. In October, 1910, he was 
married to Miss Gertrude Hill, of Champaign, Illinois. 
yir. Brittin has read many instructive papers before the 
village principals' section of the State Teachers' Asso- 
ciation and county institutes, and his success thus far 
presages for him a most promising future in the edu- 
cational world. 



579 



Christopher J. Byrne 

SUPERIXTEXDEXT OF SCHOOLS at Ottawa. 
Illinois, has been engaged in the pedagogical service 
for over a quarter of a century and has eminenth' 
demonstrated his fitness for the profession which he 
adorns. He was born January 22, i86i. at Ottawa, Illi- 
nois, son of Christopher and Eliza Byrne, both natives 
of Ireland, the latter still living, while the former de- 
ceased at Marseilles. Illinois, in Tgoo. ]Mr. Byrne is a 
graduate of the Ottawa Township High School, and 
has also performed special work with Bryant & Strat- 
ton's Business College. ^lorgan Park Academy, the 
De Kalb Normal School, and the University of Chi- 
cago. He is a graduate of the Ottawa Township High 
School. His professional record follows : In Illinois 
country schools, 1882-1885: principal at Oglesby, Illi- 
nois, 1885-1889 : principal at Seneca, Illinois, 1889-1897 : 
principal of Shabbona school, Ottawa, Illinois, 1897- 
1903 : supervising principal of Lincoln school, Ottawa, 
Illinois, 1903-1905: superintendent of schools at 
Ottawa from 1905 to date. In the latter position he has 
supervision of five schools, forty-two teachers, and over 
eighteen hundred pupils. 

Mr. Byrne is a member of the Xational Education 
Association. Illinois State Teachers' Association, the 
Northern Illinois Teachers' Association. La Salic 
County Teachers' Association. Modern Woodmen of 
America, Occidental Lodge, Xo. 50. A. F. & A. M.. 
Shabbona Chapter. No. 37. R. A. M.. and Ottawa Com- 
mandery. No. 10. 

On April 16, i8go. he was married to Miss Grace 
Hunt, and they have a family of four children — Grace 
E.. Harold H., Theron J., and Palmer C. Byrne. 




Christopher J. Bvrne, 




Thom.vs Miltox Birxev. 



Thomas Milton Birney 

SUPERIXTEXDEXT OF SCHOOLS at Macomb, 
Illinois, has been engaged in the public school serv- 
ice for over sixteen years and is well known in 
the educational world and to the public as an educator 
of advanced ideas and marked execiuive ability. He 
was born in Leroy. Illinois, son of John and Mary Jane 
Birney: the former deceased in Leroy, Jime. 1876, the 
latter survives and resides at Normal, Illinois. 

ilr. Birney's education is a most thorough one, and 
was secured through studies in the Empire district 
school : the elementary and high schools of X^ormal, 
Illinois : the Illinois ^^"esleyan Academy, Bloomington. 
Illinois; L'niversity of Chicago: Bloomington Commer- 
cial College ; Illinois State Normal Universit>% Normal. 
Illinois, and the L'niversity of Illinois. He is a grad- 
uate of the last three named institutions, holding the 
A.B. degree and post-graduate credits at Illinois. He 
first taught for two years in a district school, near 
Lexington, Illinois : was principal of the high school at 
X'ormal five years : three years principal of the high 
school at Kewanee, Illinois, and has been a superin- 
tendent of schools for eight years. Lender his leader- 
ship at Macomb are four schools and thirty teachers, 
and the most approved methods are in vogue. 

Mr. Birney is an ex-member of the Central Illinois 
and Northern Illinois Teachers' .\ssociations. and an 
active member in the National Educatioti .Association, 
the Illinois State Teachers' Association. Illinois State 
Teachers' Reading Circle, the ^Military Tract Teachers' 
Association and the Citv Superintendents' Association 
of Illinois. He was president of the high school section 
of the Illinois State Teachers' Association, was on the 
Executive' Committee of the same organization, and is 
a member of the Masonic Order. On June 17, 1905. he 
was married to Miss Olive Gertrude Thomas, and they 
are attendants of the Methodist Episcopal Church. To 
them was born a son. named Robert Milton Birney. 



580 



Hugh Alvin Bone 



THIS gentleman is an educator of excellent repute, 
a scholar of admirable accomplishment, and thor- 
oughly advanced in his ideas and methods. He 
was born on a farm near Bethany, Illinois, June 4, 
1873, and his parents, John E. and Mary Bone, both 
living, are also natives of this State. He, early, was a 
pupil in the district school of his birthplace, prepared 
for college at Bethany high school and University of 
Illinois Preparatory School, and later pursued his stud- 
ies in Oberlin College and the University of Chicago. 
As instructor, he has taught in rural schools of Moultrie 
County, Illinois ; principal of the North Side School, 
Sullivan, Illinois ; principal of the high school at Sul- 
livan ; superintendent of schools, Sullivan ; superin- 
tendent of schools at Sycamore, Illinois, for live years. 
In the summer of 1909 he was asked by the school boards 
of East Batavia schools and West Batavia schools to 
take charge of both districts, where he had under 
his supervision two high schools, four graded schools 
with thirty teachers and one thousand pupils. In addi- 
tion to his work in the public schools, ^Ir. Bone has 
taught history and civics during the summer term at 
the Illinois State Normal University and delivered 
courses of lectures before county institutes upon " The 
European Background of American History," " Slavery 
in the United States " and " Geographical Influences in 
American History," and before Parents' .Associations 
and Literary Clubs upon various educational and social 
topics. 

Mr. Bone is a member of the National Education 
Association, Illinois State Teachers' Association, North- 
ern Illinois Teachers' Association, Northern Illinois 
Superintendents' and Principals' Association, serving on 
the " Committee of Seven " of the last-named body. He 
is a Mason, a member of the Royal Arcanum and Mod- 
ern Woodmen of America, and worships in the Con- 
gregational Church. In 1893 he was married to Miss 
Florence Crowder, and they now have a family of four 
children : Horace Orlando, Maurice Oberlin, Maurine 
and Hugh Alvin Bone, Jr. 





Charles Alonzo Cook. 



Hugh Alvin Bone. 



Charles Alonzo Cook 

MR. COOK is a type of the best citizenship of the 
Wolverine State, and was born in Tecumseh, 
July 20, 1846. His father, John B. Cook, was a 
native of the State of New York, as was his mother, 
Mary M. Robe, the latter having been born in Lenox, 
in ;\Iadison County. 

The young man received his primary, education in the 
district schools of Lenawee County, in both Medina 
and Raisin, and afterward attended the high school at 
Tecumseh, and later the University of Michigan, from 
which latter institution he was graduated with the class 
of 1871, as jNIaster of Arts in 1890 — Nunc pro tunc. 
He afterward entered and was graduated from the 
Harvey Medical College, of Chicago, with the degree of 
Doctor of iNIedicine, in 1890. 

He first taught in District School No. 3, in Tecumseh, 
Lenawee County, Michigan, five months ; next was 
superintendent of Schools at Quinc}', Branch County, 
jNIichigan, for two years ; then was superintendent of 
schools at Leslie, Ingham County, Michigan, eight 
3-ears ; thence went to Dexter, Michigan, for four years, 
as superintendent, and was for eight years principal of 
Jefferson Township High School of Illinois. Following 
this position, he was for nineteen years principal of the 
Jefferson High School, of Chicago, and since then he 
has officiated as principal of the Linne Elementary 
School, of Chicago. 

He is a member of the National Education Asso- 
ciation and the Illinois State Teachers' Association, 
and is a Mason and an Odd Fellow. He is a communi- 
cant of the Congregational Church. 

August 2, 1870, he married Frances Irene Magoon, 
who has borne him six children — Jilary Jane, William 
Wallace, Lillian Hortense, Eva Irene and Olive Rose, 
now living; and Kate Isabel, deceased. His father died 
in Medina, Lenawee County, January i, 1857; and his 
mother in Unionville, Tuscola County, in the same 
State, February 14, 1892. 



581 



Heywood Coffield 

THE efficient Superintendent of Schools at Edwards- 
ville. Illinois, is a public educator of extensive 
experience, having been actively engaged in this 
profession for upward of twenty-five years, and he is 
widely and most favorably known to his colleagues and 
the public. He was born January lo, 1863, at Arenz- 
ville, Illinois, son of Alfred H. Coffield, native of 
North Carolina, and Esther B. ( Wagle) Coffield, native 
of Illinois, recently deceased. His education — a most 
thorough one — was secured in the district schools 
near his birthplace; the high school at Humboldt, 
Nebraska ; Normal School, Nebraska ; Chaddock Col- 
lege, Quincy, from which he received the degree of 
Ph.B., and from various correspondence schools of 
recognized standing; he also has an Illinois State Life 
Certificate — mathematics as major work — issued in 
1897. He first taught in a Nebraska district school 
four years ; then was principal of the Virden School, 
Virden, Nebraska, two years ; five years Principal of 
the Arenzville, Illinois, schools ; six years Superin- 
tendent at Girard, Illinois ; one year Superintendent at 
Upper Alton, Illinois, and for the past four years he 
has been Superintendent of the Edwardsville, Illinois, 
schools, where he is assisted by thirty teachers and 
has over twelve hundred pupils, 

Mr. Coffield is a member of the Illinois State Teach- 
ers' Association, the Illinois State Teachers' Reading 
Circle Odd Fellows, the Masonic Order and the Metho- 
dist Church. He has given many valuable educational 
contributions to newspapers and magazines,' and espe- 
cially to school journals. He has also done much work 
as instructor and manager of summer schools and as 
instructor in county Normals, both in Nebraska and 
Illinois. 

In 1884 Mr. Coffield was married to Miss Phoebe E. 
Brandow, and they have one son, Alvin Ray B. Cof- 
field, now a j'oung man in the junior class high school. 





Henry Clay Cox. 



Heywood Coffield. 

Henry Clay Cox 

ACKNOWLEDGEDLY the greatest factor in has- 
tening the world's progress on to the dreamed-of 
millennium is education. The American public 
school system, recognized as the best and most effective 
among all the countries of the world, has been the main 
bulwark upon which our national greatness has beeti 
achieved. Enlisted in the ranks of school teachers and 
public instructors are many of our brightest, most intel- 
lectual men and women citizens. The exactions of the 
teachers' vocation are such that only those thoroughly 
equipped and qualified can meet them. 

A gentleman in this field of labor whose career has 
been an uninterrupted success is Henry Clay Cox, 
Superintendent of District No. 6, of the Chicago schools. 
;Mr. Cox was born February 28, 1845, in Richmond 
County, Virginia, of good old stock, his father being 
Carlos Cox, who deceased in Kansas in May, 1872, and 
his mother, Maria Louisa (McCarty) Cox, who deceased 
in Kansas in igog, at the advanced age of ninety-four 
years. He was educated in the public schools of Fayette, 
Illinois, the Illinois State Normal University, Knox Col- 
lege and Abingdon College, receiving from the latter, in 
1873, the degree of Master of Arts. Mr. Cox began his 
pedagogical career as county superintendent of schools 
in Wapello County, Iowa, and was then, successively, 
superintendent of schools at Winterset, Iowa, Farming- 
ton. Illinois, Pontiac, Illinois ; principal of the Pickard, 
Frobel, Garfield and Farragut schools, Chicago, and is 
now Superintendent of District No. 6. 

Mr. Cox is a member of the National Education 
x\ssociation, the Illinois State Teachers' Association and 
Northern Illinois Teachers' Association, the Illinois State 
Teachers' Reading Circle, the Presbyterian Church, and 
is ex-president of the Board of Trustees of the village 
of Brookfield, Illinois. Among the many noteworthy of 
his contributions to educational literature are " Lessons 
in Algebra " and " Brevities." He married, March 16, 
1867, Miss Lora A. Worcester, and they have two chil- 
dren, Mary L. and Ruth D. 



582 



Taylor C. Clendenen 

IN the development and upbuilding of the vast edu- 
cational system of the United States, Illinois has 
long taken an important part, and her schools are 
not surpassed anywhere. Among our experienced, 
prominent educators is the gentleman above named, 
the well-known superintendent of the Cairo city 
schools, in Alexander County. Illinois. 

Mr. Clendenen was born February 13, 1855, near the 
old capitol city of Ohio, Chillicolhe. His parents, Syl- 
vester and Bathsheba (Jones) Clendenen, natives of 
Ohio, are still living at good old ages on the farm, 
near Mount Pulaski, Logan County, Illinois. He was 
educated in the public schools of Sangamon County, 
Illinois, and the University of Illinois. Since actively 
beginning his professional career, he has taught in the 
following schools : two rural schools in Champaign 
County, Illinois ; Newman, Douglas County ; Bement, 
Piatt County, Illinois ; Areola, Douglas County, and 
Cairo, Alexander County, Illinois, having been in the 
latter city twenty years. He officiates as city superin- 
tendent of the Cairo city schools, where he has under 
his supervision eleven schools, fifty teachers and 2,600 
pupils. Mr. Clendenen was elected superintendent of 
the Cairo schools, July, 1886. He has served in that 
capacity continuously since, completing his twenty-fifth 
year July i, 191 1. 

Mr. Clendenen is a member of the National Educa- 
tion Association ; he has served as president and 
executive member of the Southern Illinois Teachers' 
Association ; he was president of the State Teachers' 
Association in 1902-3, having previously served as an 
executive member for several years. He is affiliated 
with the Masonic bodies. Knights of Pythias, Elks, and 
the Alexander Club, of Cairo, Illinois. He has written 
many valuable editorials for the School News and other 
educational papers. In September, 1879, he was mar- 
ried to Miss Mary R. McKinney, of Camargo, Illinois, 
and they have four children, Lois Grace, Paul McKin- 
ney, Mary Laura and Mirian Kathrine. 





Samuel J. Curlee. 



Taylor C. Clendenen. 

Samuel J. Curlee 

SUPERINTENDENT OF SCHOOLS at Collinsville, 
Illinois, has been actively engaged in public-school 
work for some twenty years. He was born in 
Tamaroa, Illinois, in 1866. son of Zebedee P., and 
Mary A. Curlee, both natives of Illinois, the former of 
whom deceased at St. Francis, Arkansas, February 26, 
1896. the latter at Tamaroa, February 16, 1888. He 
attended country schools up to his sixteenth year, and 
then followed a one-year course in the McKendree Col- 
lege, two years in the Southern Illinois Normal, and 
two years' correspondence work in the Chicago Seminary 
of Sciences, from which he graduated in 1902 as B.S. In 
1903 he was granted an Illinois State license. Mr. Cur- 
lee's professional experience covers three years in two 
rural districts ; two years as principal at Du Bois, 
Washington county, Illinois; four years principal at 
Tamaroa, Perry County, Illinois ; three years superin- 
tendent at Odin, Marion County, Illinois ; five years su- 
perintendent at Salem. Marion County, Illinois, and for 
the past three years he has been superintendent at Col- 
linsville. 

Mr. Curlee is a member of the Illinois State Teachers' 
Association, the Illinois State Teachers' Reading Circle, 
Northern Illinois Teachers' Association, Knights of 
Pythias, Odd Fellows. Modern Woodmen, Court of 
Honor and the Methodist Episcopal Church. 

He was married May i, 1888, to Miss Louis B. Carson, 
of Ashley, Illinois, and their family comprises a son 
and daughter, Lillian and Raymond. 

Mr. Curlee has performed excellent institute work, 
and has won honors in connection with the County 
Teachers' Association and the Southern Illinois Teach- 
ers' Association. He served four years as presi- 
dent of the Vandalia District Epworth League, _ six 
years as president of the State Epworth League Cabinet, 
two years as corresponding secretary, four years as 
treasurer, and he now is president of the Lebanon Dis- 
trict, Southern Illinois Conference of the Epworth 
League. , 



S83 



Elbert Adrian Collins 

AMONG the well-known and prominent educators 
of Illinois is the above named, who is most favor- 
ably known to his colleagues and the public. He 
possesses an excellent education, is largely self-educated, 
and has had a most valuable experience in the educa- 
tional world. 

Mr. Collins was born August 15, 1879, in New Rumley, 
Ohio, son of Elbert James Collins, a native of Ohio and 
now pastor of the Congregational Church at La Moille, 
Illinois, and Ella (Bowman) Collins, a native of Iowa, 
and now residing with her husband in La Moille. He 
was educated in the common schools of Ohio, Kansas 
and Illinois, the high school at Chillicothe, Illinois, from 
which he graduated in 1897, the Illinois College, from 
which he received the degree of A.B. in 1901, and he 
has also performed advanced work in the University of 
Illinois. He began public work as teacher in the high 
school at Chillicothe, Illinois (1901-2) ; was principal 
of the schools at Wyanet, Illinois, from 1902 to 1905 ; 
principal at Seneca, Illinois, 1905-6, and since then has 
been superintendent at Marseilles, Illinois, where he has 
a stafif of eighteen teachers and about seven hundred 
pupils. This position he is filling to the eminent satis- 
faction of all interested. 

Mr. Collins is president of the high school section of 
the La Salle County Teachers' Association, has been 
superintendent of a Congregational Sunday-school five 
years (one hundred and seventy-five members), is 
president of the Marseilles Choral Society (seventy 
members), is a member of the Illinois Superintendents' 
and Principals' Association and the Congregational 
Church. He is a fluent speaker, and has made many 
addresses at banquets and religious and educational 
gatherings. On January 12, 1905, he was married to 
Miss Hilma A. Anderburg, who was also an accom- 
plished teacher, and they have two children, Maud 
Mariella and Elbert Bowman Collins. 




Elbert Adrian Collins. 




Francis Everett Crawford. 



Francis Everett Crawford 

MR. CRAWFORD, one of the most successful pub- 
lic educators of this State, is a typical repre- 
sentative of the " self-made man," and has well 
earned the promotions that have been accorded him. 
He was born March 23, 1869, near Brownstown, Fay- 
ette Count)', Illinois, son of Martin V. and Elizabeth J. 
(Bolt) Crawford, natives, respectively, of Ohio and Illi- 
nois. The former died in 1905, the latter in 1893. 

Mr. Crawford attended country schools up to the time 
he became a teacher, working on a farm in summer 
time. Through correspondence work and intense private 
study and private instruction he mastered the majority 
of high-school subjects, and he also took a course in the 
Normal School, at Charleston, Illinois. Beginning 
April I, 1886, he taught for six years in rural schools; 
from 1892 to 1894 was principal of schools at Ramsey, 
Illinois ; from 1895 to 1901 was a teacher in the gram- 
mar department of the schools at Vandalia, Illinois, 
serving there for two years as assistant principal ; from 
1901 to 1909 was superintendent of schools at St. Elmo, 
Illinois, and in 1909 became superintendent of schools 
at Casey, Illinois. In 1910 he was reelected to this posi- 
tion with an increase in salary of $17.50 per month, 
but resigned to run as candidate for the position of 
county superintendent of schools of Fayette County, and 
was elected thereto with a handsome majority. He has 
under his supervision 144 schools, 200 teachers and 9,584 
pupils. 

Mr. Crawford is a member of the Illinois State 
Teachers' Association, the Southern Illinois Teachers' 
Association, Order of Odd Fellows, Modern Woodmen 
of America and the Christian Church. On October i, 
1890, he was married to Miss Sarah A. Pilcher, and they 
have had two children, of whom one, Cecil C. Craw- 
ford, is now living. 



584 



Florence Jane Clark 



MISS CLARK was born in DeKalb, DeKalb 
Count}', Illinois, September 7, 1862, her father, 
George Clark, having been a native of Vermont, 
and her mother, Sarah Jane Clark, a native of Illinois. 
Her father died at the old home in DeKalb, February 
5. 1908, and her mother is still living. 

Miss Clark's primary education was obtained at the 
Coltonville country school, and afterward she attended 
the DeKalb and Sycamore high schools, when she 
entered the Illinois State Normal School at Normal, 
from which she was graduated in 1892. 

She began her teaching in country schools, serving 
four terms, after which she began work in the DeKalb 
school's, where she continued for about twenty years. 
Previous to 1892 she was grade teacher, and since 1899 
she has done supervisory work, four years as critic 
in DeKalb and one year and a half as primary critic 
in Rochester, New York. She was principal of the 
North school in DeKalb, and at present is principal 
of the Ellwood school of that city, with twelve teachers 
and about four hundred and eighty children under her 
supervision. 

Miss Clark has been a member of the National Edu- 
cation Association and of the Illinois State Teachers' 
Association. She is a member of the ^lethodist Church 
and belongs to the Daughters of the American Revo- 
lution and the Eastern Star. 



Amos D. Curran 

SUPERINTENDENT OF SCHOOLS of Kendall 
County for twenty-two years, is one of the veteran 
pedagogues of this State. In 1914, which ends his 
present term of office, that year will make a quarter 
century of services as County Superintendent. 

Mr. Curran was born in Williamstown, New York, 





Amos D. Curran. 



Florence Jane Clark. 



August 25, 1836. His father, Henry Curran, was the 
son of Scotch-Irish parents, while his mother, Sarah 
(Davis) Curran, came from a Vermont family of revo- 
lutionary stock. Both are deceased ; the former died 
in 1859 at the age of one hundred years, the latter in 
1867, aged seventy-three. 

Mr. Curran's fine education was secured in country 
schools, Falley Seminary, New York ; Oneida Confer- 
ence Seminary, New York ; Wheaton College, Illinois, 
and through intense private study. He first taught in 
a log schoolhouse in Kane County. Illinois, in 1856. The 
next year in a new frame schoolhouse, following which 
he taught in the village school of Blackberry (now El- 
burn). In 1859 he taught in the " Antioch School," near 
Palmyra, Missouri. From i860 to 1862 he had charge of 
a school at Bristol, Illinois. He enlisted August 12. 1862, 
in the Eighty-ninth Illinois Volunteer Infantry ; served 
until the end of the war : was promoted sergeant after 
the battle of Stone River, December 31, 1862, and was 
severely wounded in the battle of Pickett's Mills, 
Georgia, May 27, 1864. Returning to educational work, 
he was elected principal of the school at Bristol for three 
years and then entered mercantile business, in which, 
later on, having moved to Chicago, he lost all he pos- 
sessed in the fire of 1871. Returning to Bristol, he was 
principal there for ten years, and in 1889 was elected 
County Superintendent of Schools. 

Mr. Curran is a member of the National Education 
Association, Illinois State Teachers' Association, Illinois 
State Historical Society, Illinois State Audubon Society, 
Grand Army of the Republic, the National Civic Fed- 
eration, Standing Committee on State Course of Study, 
and the Methodist Episcopal Church. 

In r866 Mr. Curran was married to Miss Henrietta 
W. Edwards, daughter of Judge A. H. Edwards, of 
Sheboygan, Wisconsin, and they have a very fine family 
of five sons and two daughters, viz. : Charles At Lee, 
Lola Edna (Mrs. D. R. Sterling), Harry Edwards, Paul 
Clayton, Mabel Elizabeth (Mrs. Oliver McDowell), 
John Franklin and Amos Clarence. 



585 



M. G. Clark 

SUPERINTENDENT OF SCHOOLS, at Streator, 
Illinois, is well known as a scholar of high attain- 
ments and an educator of extended experience and 
thorough ability. 

M. G. Clark was born in Belleville, New York, in 
1869, son of Milo R. Clark, native of Belleville, New- 
York, who deceased at that place in 1903, and Lamina 
A. (Truesdell) Clark, native of Woodville, New York, 
who is still living. He was educated in the Union 
Academy (academic and seminary) ; at the Oswego 
(N. Y.) State Normal School; Greenville College and 
Greer College, graduating from the latter with the 
degree of Master of Arts. Before going to his present 
field of labor he was an instructor in Greenville Col- 
lege and Greer College, Superintendent of Schools at 
Greenville, Illinois, and Princeton, Illinois, and in his 
present position has supervision of ten schools, sixty- 
five teachers and 2,400 pupils. 

Mr. Clark is a member of the National Education 
Association, the Illinois State Teachers' Association, of 
which he is one of the Executive Committee for three 
years ; the Northern Illinois Teachers' Association, of 
which he was president in 1909, and the Committee of 
Seven upon " Scientific Basis for Course of Study,'' 
and is affiliated with the Masonic fraternity and an 
adherent of the Presbyterian Church. In 1891 he was 
married to Miss Mary E. Miller, and they have three 
children — Harrv M,, Wilson T. and Melvin R. Clark. 



A. O. Coddington 

MR. CODDINGTON, who is one of Chicago's 
most prominent educators, has been connected 
with schoolwork for about thirty years. He 
was born April 8, 1857, in Linton, Indiana, his father 
being Isaiah Coddington, a native of New Jersey, who 





A. O. Coddington. 



M. G. Clark. 



died in July, 1901, while his mother, Elizabeth (Osborn) 
Coddington, a native of Indiana, died in December, 
1905, both deaths occurring in Chicago. He was edu- 
cated in the public schools of Indiana and Wisconsin 
and the high school at Menominee, Wisconsin, and 
then, deciding to secure a college education, started off 
with $100 to take a four years' course. He was 
attracted to the University of Illinois, then known as 
the Illinois Industrial University, by opportunity for 
work oil'ered there. He worked in the shops at type- 
setting to pay his way through college, and completed 
the course in regulation time, graduating with the 
degree of Bachelor of Literature in 1881. Two years 
later he took the Master's degree. 

Mr. Coddington taught for two winter terms in coun- 
try schools in Wisconsin; next for a year in a semi- 
nary at Kansas City, Kansas; one year in a school at 
Elmhurst, Illinois ; one year at Barrington, Illinois ; 
three years at Cummings (Irondale), Cook County, 
Illinois ; two years as principal of the Sheldon school, 
Chicago ; nine years principal of the Knickerbocker 
school, Chicago ; four years principal of the Goudy 
school ; one and a half years as principal of the Tal- 
cott school, and when the Graeme Stewart school, 
acknowledged one of the finest schools in Chicago, was 
completed, he was placed at its head. 

In 1905 Mr. Coddington took leave of absence and 
went to Europe for study and travel. While there he 
attended the Leipsic University for one term, taking 
lectures in pedagogy under Volkelt, sociology under 
Bucher and psychology under Wundt. 

Mr. Coddington is a member of the National Educa- 
tion Association, the Illinois State Teachers' Associa- 
tion, Chicago Principals' Club, Philosophical Round 
Table, Marquette Club, the Masonic Order and the 
Methodist Church. In 1895 he was married to Miss 
Helen Erskine, of Racine, Wisconsin, and they have 
two children — Donald C. and Mildred. 



586 



Michael J. Cunningham 

FOR more than twenty years the above named gen- 
tleman has been actively identified with public- 
school work in this State, and his ability and valu- 
able services have gained well-merited recognition. 

Mr. Cunningham was born in Manhattan, Illinois, 
April II, 1864, son of James and Bridget Cunningham, 
both natives of Ireland, and both deceased, the former 
having died March 27, 1874, in New Lenox, Illinois, the 
latter in Manhattan, Illinois, April 22, 1893. He was 
educated in the public schools and in the Valparaiso Uni 
versit\' and took a teachers' course, graduating with 
honors in 1883. He first taught at Esse.x, Illinois, for 
one winter ; then at Spencer, Illinois, for three years : 
was at New Lenox, Illinois, five years ; at Manhattan. 
Illinois, three years ; at Mokina, Illinois, ten years, and 
for the past two years has been stationed at Joliet, Illi- 
nois, as principal, and he has under his supervision 
eight teachers and about three hundred pupils. 

Mr. Cunningham is a member of the Northern Illinois 
Teachers' Association and the Catholic Church. On 
April 5, 1893, he was married to Miss Margaret Boylan, 
and they have four children, Mary, Leo, Loretti and 
Catherine. 



Daniel Ross Cameron 

IN the reorganization of the Chicago Board of Edu- 
cation following the election of Mayor Busse in 
1907, no appointment gave more general satisfaction 
than that of Daniel Ross Cameron, who for twenty- 
two years had been closely and influentially identified 
with the public system of education, both of the city 
and the country. 

Mr. Cameron is of ancient Scotch ancestry, but was 
born in Summerstown, Ontario, Canada, on August 19, 
1836, his parents, who were also natives of the Do- 





Daniel Ross Cameron, 



Michael J. Cunningham. 



minion, being Daniel and Isabella (Ross) Cameron. 
Among both the Ross and the Cameron families are 
numbered some of the greatest divines, scientists, edu- 
cators and statesmen of America and Great Britain. 
In 1848 the parents removed with their family to Fort 
Covington, Franklin county. New York, where they 
spent the remainder of their long and honorable lives. 

Daniel R. Cameron was educated in the schools of 
Williamstown, Ontario, until he was sixteen years of 
age, when he returned to Fort Covington and there 
taught school for a year ; then entered a mercantile 
life, leaving Fort Covington for Chicago in 1863. Here, 
his first business connection was with the Chicago & 
North Western Railway, and then with Culver, Page & 
Hoyne, stationers, where he remained as a salesman 
until 1870. The firm of Cameron, Amberg & Co., sta- 
tioners, was then formed, which has since continued to 
grow and prosper, although early in its history it was 
devasted by fire and again in 1878. Cameron, Amberg 
& Co., Chicago, then reestablished themselves at Nos. 
71-3 Lake street, where they have since remained. 

Mr. Cameron has long been interested in the cause 
of public education, and proved its useful friend in 
many ways before receiving official recognition from 
the county and city authorities. He was for six years 
a member of the Cook County Board of Education, and 
his longer service on the city board commenced in 
1890, under appointment by Mayor Cregier. Since 
then he has served almost continuously on the Chicago 
Board of Education, having been twice its president, 
chairman of the high school for many years, vice-presi- 
dent, chairman of school management, and a member of 
every committee of importance within the organization. 
At present he has membership in the Chicago Athletic 
Association and the St. Andrew's Society, of the latter 
having twice served as president. He stands very high 
in the social circles and associations of the Scottish ele- 
ments of the city and is one of Chicago's most prom- 
inent business men and useful public characters. 



587 



Daniel Bernard Carroll 

AS one of the most successful and popular of the 
A\ younger public educators in this State, Mr. Car- 
roll has earned distinction for his acumen, energy- 
and the thoroughness of his mediods. He utilizes the 
best of the old with the most approved modern peda- 
gogical systems and he is most enthusiastic in all he 
undertakes. He is a native of Illinois, having been born 
May 23, 1886, at Hadley. son of Michael L. and Mary 
A. (McGary) Carroll, natives of Pittsiield, and both 
still living. He was educated in country schools in Pike 
County, Illinois ; a school at Pittsfield, Illinois, and has 
also performed Normal University work. He taught 
for four years in country schools in Pike County ; two 
years in the public schools at Perry, Illinois, one j-ear 
as teacher in the grammar grade, one year in high school, 
and is now principal at Perry, where he has a staff of 
experienced teachers and an enrollment of 121 pupils. 

Mr. Carroll is a member of the Ancient Order of 
Hibernians, the Western Catholic Union and the Roman 
Catholic Church, and is held in high regard in educa- 
tional circles. 

William Harvey Chamberlin 

THE efficient and highly popular principal of the 
McCormick School, Chicago, has long been iden- 
tified with public school work and is recognized as 
an accomplished, advanced educator. His special studies 
have been physical geography and nature study. 

Born in a log house on a farm south of Londonville, 
Knox County, Ohio, the eldest son of Orson N. and 
Julia Ann (Woodruff) Chamberlin, natives respectively 
of Vermont and Ohio, Mr. Chamberlin spent his 
boyhood at Liberty Center, Ohio, to which place the 
family moved in the spring of 1854. Up to his eight- 
eenth year he attended the district school, when in 
March, 1868, he went to Vermilion County, Illinois. He 





WiLLi.\ir Harvey Ch.\mberlin. 



D.ANiEL Bernard Carroll. 



worked on a farm during the summer and taught his 
first school the following winter. In the spring of 1871 
he entered the State Normal University at Normal, Illi- 
nois, by appointment from Vermilion County, from 
which institution he graduated in June, 1876. While 
working his way through the Normal school, he taught 
district schools in Illinois and Indiana, and served as 
principal at Catlin, Illinois, 1872-3 and at Millinme, 

1874-5. 

After graduation Mr. Chamberlin returned to Ver- 
milion County, taking charge of the Ridge Farm public 
schools from 1876 to 1881 and the school at Rossville, 
Illinois, from 1881 to 1884. From 1884 to 1887 he was 
principal at Le Roy, Illinois, and was superintendent of 
schools at Pontiac from 1887 to 1890. 

In the fall of i8go Mr. Chamberlin went to Chicago 
as instructor in science at the South Division — later 
the Wendell Phillips High School, where he remained 
until the spring of 1906. During his fifteen years in the 
high school he did special work at the University of 
Chicago in biology, zoology, botany and physical geog- 
raphy. He also gave several lecture courses in nature 
study to many Chicago teachers. 

From 1876 to 1896 he was conductor and instructor 
in many county institutes in Illinois and Iowa, most of 
his work being done in Vermilion, Piatt, Macoupin, 
McLean and Livingston counties, this State, with four 
successive summers in Adams County, Iowa. 

In May, 1906, Mr. Chamberlin was elected principal 
of the Cyrus H. McCormick School, where he has su- 
pervision of thirty teachers and twelve hundred pupils. 

^Ir. Chamberlin is a member of the National Educa- 
tion Association, the Illinois State Teachers' Associa- 
tion, Chicago Principals' Club, Masonic Order, Odd Fel- 
lows, National Union, and the Methodist Episcopal 
Church. In 1874 he was married to Lizzie Hodges, of 
Catlin, Illinois, who died in 1876, and in 1882 he was 
united to Miss Viola Thompson, of Rossville, Illinois. 
They have one daughter, Minnie N. Chamberlin. 



588 



Floyd Alvin Chandler 

MR. CHANDLER, at present school superintendent 
at Manteno, Illinois, has won distinction as a 
skilled educator, and has accomplished much 
in a comparatively brief period. Though he has occu- 
pied his present position but a short time — since Sep- 
tember, igio — he has wrought marvelous changes, 
securing two more teachers for the teaching body, 
placing $200 worth of physics apparatus in a new lab- 
oratory, and placing the school on a sure footing for a 
four-year accredited course by strengthening the work, 
libraries, etc. 

Mr. Chandler was born in 1885, in Tippecanoe, Har- 
rison County, Ohio, son of J. A. and ]Martha E. (Pettay) 
Chandler, both natives of Ohio, the latter still living, 
while the former died June 6, 1909, near Tippecanoe. 
He first attended the district school at Friendly Ridge, 
Ohio ; next, the normal school, and then took a course 
in Valparaiso University, graduating in 1909 from the 
Scientific Department and in 1910 from the Classic and 
Pedagogical Departments. He received the degrees of 
B.S., Pg.B. and A.B. 

Mr. Chandler first taught for a year in the district 
school at Lower Crab Orchard, Freeport township, 
Ohio, next taught for two years in the school at Science 
Hill, Ohio, and then went to his present position, where 
he has five assistant teachers and an enrolment of 165 
pupils. He is a member of the Illinois State Teachers' 
Reading Circle, the Modern Woodmen of America and 
the ^lethodist Church. On December 29, 1910, he was 
married to Miss Lucile Dunlap. 

Flora J. Cooke 

" \ SPLENDID institution, worthy of all praise," is 
/~\ the meed that must be accorded the Francis W. 
Parker School, of Chicago. It includes kinder- 
garten, elementary and high-school ages. This school 





Flor-^ J. CoOKE. 



Floyd Alvin Ch.^ndler. 



has proved quite successful, and it has accomplished a 
vast deal of good for the " little people " of the rising 
generation, and its graduates have made excellent rec- 
ords in both the eastern and western colleges. Much 
of its success is due to the efficiency displayed in the 
government of its affairs by its principal. Flora J. 
Cooke, an educator of thorough experience and pro- 
gressive ideas. ^liss Cooke was born in Geauga 
County, Ohio, her father being Charles E. Cooke, an 
Erie railroad man, now deceased. Her earl\- education 
was secured in Youngstown, Ohio, where she grad- 
uated from the Ra3-en high school in 1884. Then fol- 
lowed a course in the Cook County Normal (Illinois), 
under Col. Francis W. Parker, where, in 1891, she 
became a teacher, continuing there for nine years. 
During 1899-1900 she held the position of primary 
principal under Colonel Parker in the Chicago Insti- 
tute and Normal School. In 1901 ^Nliss Cooke was 
appointed principal of the Francis W. Parker School, 
and under her regime its affairs have been most wiselj' 
and judiciously governed. The chief purpose of this 
school is the formation of character and not the acqui- 
sition of knowledge as an end in itself ; but both are 
emphasized conjointly — the social virtues of truthful- 
ness, fidelity, courage, forbearance, helpfulness and 
consideration for others being inculcated, while the 
individualit}' of the child is also preserved. For manual 
training the school is equipped for woodwork, metal- 
work, machine-work, clay modeling, textile-work, 
printing and bookbinding. 

]\Iiss Cooke is assisted in her work by a talented staff 
of about seventy teachers, each a specialist in his depart- 
ment. A former member of the Illinois School Teach- 
ers' Association, Miss Cooke now holds membership 
in the National Education Association, the National 
Society for the Scientific Study of Education, the Geo- 
graphical Society of Chicago and the Northern Illinois 
Teachers' Association. She is a lady of finished educa- 
tion and manners, and is universallv esteemed. 



589 



William Wallace Coultas 



FOR more than tweiin- years the public schools of 
this State have had the benefit of the above-named 
gentleman's services, and he is accounted as one of 
the foremost educators of Illinois. 

JNIr. Coultas was born in Buckley, Illinois. April 8, 
1861, son of William and Mercy (Robinson) Coultas. 
both natives of Yorkshire, England, the former of 
■whom deceased in igoo, the latter in 1864, at Buckley. 
Illinois. He was educated in the graded schools of 
Buckley and Loda, Illinois, and the Tolono, Illinois, 
township high school, and in special courses in Dixon 
College and the Northern Illinois State Normal School, 
at DeKalb, Illinois. He made a specialty of agricul- 
ture, having taken three short courses at the Cham- 
paign Agricultural College, and is well versed on the 
subject. 

IMr. Coultas first taught for three years in the coun- 
try schools of Iroquois County, Illinois, and then for 
six years was principal of the schools at Thawville, 
Iroquois County, Illinois. Following this he was prin- 
cipal at Cortland, Illinois, for six years, and was princi- 
pal at ^lalta, Illinois, five years, after which he was 
elected to his present position of county yiperintendent 
of schools of I3eKalb County, Illinois, in which capacity 
his ability has been amply demonstrated. He is treas- 
urer of the superintendents' and principals' section of 
the Northern Illinois Teachers' Association, a member 
of the State Teachers' Reading Circle Board, a director 
of Farmers' Institutes of DeKalb County, and holds 
membership in the National Education Association, 
the Illinois State Teachers' Association, the Northern 
Illinois Teachers' Association, Odd Fellows. Knights 
of Pythias, Elks. Kishwaukee Countrv Club. Sycamore 
Commercial Club and the Universalist Church. No- 
vember 25. 1882. he was married to Miss Florence E. 
Purinton. and they have three children — Ethel M., 
Bertha M. and F. Avis Coultas. 




WiLLI.-iM W.^LL.i^CE C0ULT,\S. 




Lewis W. Colwell 

THE chief pride of Illinois rightly lies in her mag- 
nificent school system, no State excelling her in 
this respect, and the grand results are shown in a 
high degree of intelligence exhibited by the citizens of 
this commonwealth. The schools of Chicago are par- 
ticularly excellent and the esfirit de corps admirable. 
Among the able principals there is ^Ir. Lewis W. Col- 
well. who is in control of the Grover Cleveland School, 
Albany avenue and B}Ton street, where he has ftventy- 
hve teachers and several thousand pupils. Mr. Colwell 
was born in Morgan Counti,-, Illinois, son of John B. 
and Charlotte Colwell, the former a native of England 
and the latter of Ohio, and both still living. He was 
educated in various village elementary schools ; the 
high school at Bloomington, Illinois (graduation 1882) ; 
the Ohio Normal University, at Ada, Ohio, from which 
he graduated in 1S87 with the C.E. and B.S. degrees, 
and the Illinois State Normal Universit}', Normal, Illi- 
nois, graduating from the latter in 1892. The schools 
taught by him, in sequence, were : country school. Pike 
Count\% Illinois ; country school, McLean Count\-. Illi- 
nois ; elementary school, ^lechanicsburg, Illinois, as 
assistant and later as principal : country schools in 
Sangamon County, Illinois ; graded school, Williams- 
ville, Illinois : assistant in high school, Virden, Illinois ; 
assistant, head assistant and then principal of the 
Avondale School ; then principal of the Linne School 
for fifteen years, being recently transferred to the new 
Grover Cleveland School at the location above given. 

On April 19. 1894. Mr. Colwell was married to Miss 
Grace A. Stryker. They have four children, Donald L., 
Arthur R., Charlotte Anne and Robert Forrest, and are 
attendants of the ^lethodist Church. 



Lewis W. Colwell. 



590 



Colonel Grouse 

IN selecting" the public-school service as a field for 
his life-work, Mr. Crouse made a happy choice, as 
he has met pronounced, well-earned success. He 
is an ardent educator, enthusiastic in his work, and 
his energ\' impels his fellow workers to their best 
efforts. 

Mr. Crouse was born October 14, 1874, on a farm in 
Clay County, Illinois, son of Benjamin and Mary (Cox) 
Crouse, the former a native of Indiana, the latter of 
Illinois, and both now living. He first attended a 
country school, next the public school at Ingraham, 
Illinois, and then followed a course in the Orchard 
City College, at Flora, Illinois, from which he grad- 
uated in 1897. He performed post-graduate work in 
Austin College, Effingham. Illinois, specializing in his- 
tory and English literature. His first professional 
work was as teacher of a country school for four years, 
following which he taught in the Ingraham public 
school. Succeeding this he was principal of the high 
school and cit}' superintendent at Hood River, Oregon, 
for five years ; next was instructor in the Oregon State 
Normal School, and for the past three 3'ears has been 
principal at Louisville, Illinois, where he has a staff of 
five teachers and an enrolment of 250 pupils. 

At the annual Teachers' Institute of Clay Count}', in 
1910, conspicuous services were rendered b'' Mr. Crouse. 
He is a member of the Illinois State Teachers' Asso- 
ciation, the Illinois State Teachers' Reading Circle, 
Illinois Principals' Reading Circle, Southern Illinois 
Teachers' Association, Masonic Order, Odd Fellows, 
Order of the Eastern Star and the Methodist Episcopal 
Church. In August, 1898, he was married to Miss 
Florence Kepley, who deceased December 22, 1909, 
and he has two children — Luke and Dolores. 




Colonel Crouse. 




George W. Conn, Jr. 



George W. Gonn, Jr. 

SUPERINTENDENT OF SCHOOLS in McHenry 
County, Illinois, is a type of the advanced school of 
teaching methods. 

George W. Conn, Jr., was born May 31, 1870, in Rich- 
mond, Illinois, son of George W. and Lena (Wolfrum) 
Conn, the former a native of New Hampshire, the 
latter of Massachusetts, and both now living in Hebron, 
Illinois. He was educated in the country schools of his 
birthplace : the high school at Hebron, Illinois, of 
which' he is a graduate; the Western Normal Uni- 
versit}', at Bushnell, Illinois ; the Illinois Wesleyan 
University and the University of Chicago. He has been 
in active service in the public schools as a teacher for 
the past eighteen years. He began in the country 
schools ; was later elected principal of the schools in 
Cary, Illinois ; was principal at Hebron, three years ; 
taught in the Morgan Park Academy. He next was 
principal of the Richmond (111.) school for two and a 
half years, and in 1901 was elevated to the position of 
county superintendent of schools of McHenry County, 
in which office he had charge of 139 schools, 224 teachers 
and 6,300 pupils. 

Mr. Conn is a member of the National Education 
Association, the Illinois State Teachers' Association, 
the Illinois State Teachers' Reading Circle and one of 
its directors, the Northern Illinois Teachers' Associa- 
tion, of which he was president, and was a member 
of its Executive Committee ; he was also president 
of the Northern Illinois Superintendents' Association 
during 1910, and is at present a member of the State 
Legislative Committee, representing the State Educa- 
tional Association, and is now superintendent of 
Farmers' Institutes of the State of Kansas. These 
institutes are controlled by the State Agricultural Col- 
lege, at Manhattan, Kansas. 

Mr. Conn is affiliated with the Masonic Order and the 
Modern Woodmen of America. In 1891 he married 
Miss Minnie Stone, and thev have one child, a daughter. 



591 



Exum W. Davis 

Now in the prime age of life and with over fifteen 
years devoted to the cause of education in this 
State and its neighboring commonwealth, Indi- 
ana, the above-named gentleman has long been well 
known for his scholarism and managerial efficiency. 
Indiana, that State that has been so prolific in its pro- 
duction of literary lights, was his birthplace. He was 
born near Elizabethtown. son of William and Miriam 
Davis, both natives of North Carolina, and both now 
deceased, the former having died in 1868, the latter 
in i8g8. Our subject first studied in a country school 
near Elizabethtown ; then attended the Indiana State 
Normal University, Terre Haute, Indiana, from which 
he graduated in 1895, and later took a course in the 
Indiana State University, Bloomington, Indiana, grad- 
uating therefrom, in 1898, with the degree of Bachelor 
of Arts. In post-graduate work he graduated from the 
Illinois State University, Urbana, Illinois, in IQ03, re- 
ceiving the degree of JNIaster of Arts. 

Mr. Davis first taught for a year in a country school 
near Elizabethtown, Indiana ; next in Vermilion, Illi- 
nois, for one year ; next in New Boston, Illinois, for 
two years ; then officiated as superintendent at Browns- 
town, Indiana, for four years ; was superintendent at 
Chenoa, Illinois, five years, and for the past three years 
has been school superintendent at Normal, Illinois. 
Under his charge are three schools, seventeen teachers 
and 350 pupils. His excellent judgment and business 
capability have resulted in producing a high standard 
of efficiency in, the interests under his control. ■ 

Mr. Davis holds membership in the Illinois State 
Teachers' Association, the Central Illinois Teachers' 
Association and the iSIasonic fraternity. On earning 
his A.M. degree his thesis was on the subject of " The 
Indian Question in Illinois." a paper which gained him 
deserved commendation. In 1895 ^I""- Davis was mar- 
ried to Miss Mellissa Waldron, of Brimfield, Indiana, 
and thev have two children, ^larv Lucile and Donald. 




Exum W. D.^vis. 




Gideon P. Chapman 

TH.'KT great and noble army of teachers in Illinois 
which has thousands of enthusiastic exponents, has 
doubly earned and is manifestly deserving of all 
the encomiums that may be showered upon it. It is the 
liulwark of the State, the rock basis of its greatness 
and the constant pride of all the public-spirited citizens 
of the commonwealth. 

A widely known member of this great educational fra- 
ternity is Gideon P. Chapman, superintendent of the 
.\uburn schools, at Auburn, Illinois. Mr. Chapman was 
born October 3, 1870, in Raymond, Illinois, son of J. R. 
and Catherine Chapman, both natives of Illinois, the 
former living, while the latter deceased in July, 1876, 
in Raymond, Illinois. He was educated in rural schools 
in Montgomery County, Illinois ; the high school at 
Raymond ; the State Normal, at Normal ; the Southern 
Illinois State Normal, from which he was graduated in 
191 1 ; the James Milliken University, and the Univer- 
sity of Illinois. jNIr. Chapman first taught in the rural 
schools of Sangamon County, and after eight years' 
service there was principal for four years of the high 
school at Divernon, Illinois. He then became principal 
of the high school at Chatham, Illinois, where he re- 
mained six years. He is at present superintendent of 
the Auburn schools, at Auburn, a state accredited school, 
having twelve teachers and five hundred pupils. He is 
a member of the Illinois State Teachers' Association, 
the Central Illinois Teachers' Association and the Bap- 
tist Church. On December 2, 1893, Mr. Chapman was 
married to Miss Ada Moomaw, and they have one child, 
Elsie Kathryn Chapman. 



Gideon P. Chapm.\n. 



592 



John William Davis 

AN exceptionally successful career in his chosen 
profession has fallen to the lot of Mr. Davis, one 
of the talented educationalists of this State, and 
the excellent reputation he enjoys is fully merited. He 
is a product of the Prairie State, having heen born 
April 21, 1877, in Effingham, Illinois, son of Lewis T. 
and Lucinda (Ryan) Davis, the former a native of 
Tennessee, who is now living; the latter a native of 
Indiana, who died in Effingham County in the fall of 
1S86. His preparatory education was secured in the 
rural schools of his native county, after which he took 
a course in Austin College, and since then has added 
vastly to his store of knowledge through private study. 
As a public-school instructor he taught at Salt Creek 
Ridge, Effingham County; Johnson, Jasper County, Illi- 
nois ; Winterrowd ; Maple Grove, Effingham County, 
Illinois. He is now county superintendent of Effing- 
ham County, Illinois, and has under his supervision 
108 schools, whose combined assemblage of pupils 
amounts to about seven thousand. Mr. Davis is untir- 
ing in attention to the duties of his important office, 
and under his management the schools of Effingham 
County have been advanced to an eminently, high degree 
of excellence and usefulness. 

Mr. Davis is a member of the Illinois State Teach- 
ers' Association, Modern Woodmen of America, Ben 
Hur and the Methodist Episcopal Church. On Septem- 
ber 21, 1902, he was married to Miss Minnie OUie 
Lewis, and they have a son — Kenneth Edmund Davis. 



M 



Charles Henry Dorris 

R. DORRIS was born at Okawville, Washington 
County, Illinois, October 10, 1867. His father, 
August Dorris, was a native of Germany, and 




John William Davis. 




Charles Henry Dorris. 



his mother, whose maiden name was Elizabeth Can- 
trell, was a native of Tennessee. His father died in 
1874, in Pennville, Missouri, and his mother still lives 
at Lebanon, Illinois. 

Mr. Dorris received his education in the village 
schools of Okawville ; McKendree College, Lebanon, 
Illinois, from which institution hs received the degree 
of Bachelor of Laws in 1891, Bachelor of Science in 
1892 and Master of Science, 1895 ; University of Val- 
paraiso, Valparaiso, Indiana ; University of Illinois, 
Champaign, Illinois. 

He taught in the country and village schools of 
Washington and Clinton counties for four years ; was 
Superintendent of City Schools, Lebanon, Illinois, eight 
years, 1892-1900; filled the same office in CoUinsville 
eight years, and for the past three years has had charge 
of both city schools of CoUinsville and the CoUinsville 
Township High School, with five schools, thirty-six 
teachers and thirteen hundred pupils under his jurisdic- 
tion. 

Among the branches of study in which he has spe- 
cialized may be mentioned history, civics and pedagogy, 
and he has contributed articles for school journals and 
papers and addresses before educational and other 
meetings. 

He is a member of the Board of Directors of the 
Illinois State Teachers' Association, and a member of 
the Executive Committee of the Southern Illinois 
Teachers' Association, and is connected with several 
other educational organizations. He is a Mason and 
an Odd Fellow, and is a member of the Methodist 
Episcopal Church. 

Mr. Dorris was married August 21, 1895, to Miss 
Susie Mae Peach, of Lebanon, Illinois. They have three 
children — Charles Lester, Milburn Leo and Dorothy 
Alice. 



38 



S93 



Eleanor Reese Dunn 

ELEANOR REESE DUNN was born in Chicago, 
December 23, 1876. Her father, O. J. Reese, is a 
native of Denmark, and her mother, Louise 
(Fredrickson) Reese, was born in Norway. 

Miss Reese received most of her grammar school 
education in a country school near Knox, Indiana. She 
was graduated from the Englewood High School (Chi- 
cago) at the age of seventeen, and later, at irregular 
intervals, attended the LTniversity of Chicago. 

Her early teaching was greatly influenced by the work 
of Colonel Parker and his corps of teachers at the 
Cook County Normal School. After four years of teach- 
ing, two of which were spent in a country school in 
the township of Palos, Cook County, and two in the 
grades at Morgan Park, Illinois, she was chosen by 
Dr. Arnold Tompkins as a training teacher for the Chi- 
cago Teachers' College. In this capacit}' she served 
five 3'ears, and an additional year as a teacher of peda- 
gogy. On leaving the college. Miss Reese was appointed 
principal of the Key School, .Chicago, and after four 
years was transferred to the Hancock School, and a 
year later to her present position at the Haven School, 
where she has fifteen assistant teachers and an enroll- 
ment of seven hundred children. At various times she 
did institute work in Washington, Idaho, Indiana and 
Ohio. 

On July 27, 1907, i\Iiss Reese married Ballard Dunn, 
city editor of the Chicago Journal. She is a member 
of the Chicago Principals' Club, the Ella F. Young Club 
and the National Education Association. 



Chase O. DuBois 

CHASE O. Dubois was born March 29, 1856, 
fourteen miles east of Bloomington, Indiana. His 
father, Levi Bishop DuBois, was a native of 
Ulster County, New York, and was married to Martha 
M. Green, of Shelby, Ohio, and moved to Indiana when 





Chase O. DuBois. 



Eleanor Reese Dunn. 



it was a wilderness. Chase's mother was descended 
from New England stock ; his father was descended 
from the DuBois Huguenot famih- driven out of France 
during the persecutions (Louis DuBois came over in 
1660), and of the early Dutch settler represented by 
Anek Janz. Chase was graduated from the Indiana Uni- 
versity with the degree of A.B. in 1882 and from the 
professional course of the Indiana State Normal in 1885. 
He taught in the country schools of Indiana before grad- 
uation and for four years after graduation in the village 
schools and then went to Champaign county, Illinois. He 
was granted a State certificate by the Indiana State Board 
of Education because of university education and suc- 
cessful experience. His Normal diploma also was equiv- 
alent to a State certificate. He was principal of 
village schools in Champaign County, Illinois, for four 
years and here met and married JNIary Reese, of Sidney, 
Illinois, in 1891. His wife is of revolutionary stock of 
Welsh, Irish and English descent, and is a graduate of 
the National Normal. To her he owes much because of 
her support of his ideals and zeal in schoolwork. Five 
children, two sons and three daughters, have shared the 
pleasures and trials of an itinerant school life. His 
teaching has been confined to a combination of teaching 
and supervision, principally in Champaign County, lUi- 
opolis. Mason City, Racine, Wisconsin, Mascoutah and 
Newton, and he is at present engaged in purely work of 
supervision as superintendent of Eldorado, Illinois. He 
has been a member of the Indiana Association, the Illi- 
nois and Wisconsin State Associations, and of various 
division associations in Illinois. He is a member of 
several social organizations and lodges and of the 
Methodist Episcopal Church. While in Wisconsin he 
was granted a State certificate because of his experience 
and university education. He has been able to develop 
as a side issue, by directing others, a farm from original 
wilderness and swamp some two hundred and forty 
acres of fine land. It is the only return for a life's 
labors for others and this occupied only a small fraction 
of his time. 



S94 



Zella Allen Dixson, A. M., L. H. D. 

ZELLA ALLEN DIXON was born in Zanesville, 
Ohio, and after her preliminarj' education, was 
graduated from jMount Holyoke College, after 
which she pursued special studies in literary science in 
Columbia University and the British Museum. , She 
received the degree of Master of Arts from Shepardson 
College in 1892, and from Denison University, Gran- 
ville, Ohio, in 1902 ; and the degree of Doctor of Let- 
ters from Shurtleff College in 1906. 

She was Library Assistant at Columbia College, in 
1885-6; Library Expert, 1886-8; Librarian Denison 
University, i888-go ; Librarian of the Baptist Union 
Theological Seminary. 1890-1. She was the organizer 
and was the administrative head of the University 
of Chicago Library from May, 1891, to July, igio. She 
was literary editor of the Bulletins of the North 
Western Librarj' Association in 1889-go ; is a member 
of the American Association for the Advancement of 
Science, of the American Library Association, of the 
Ex-Libris Societies of London, Vienna, Paris, Basle and 
Berlin, and of various clubs and associations in her 
native land. 

Doctor Dixson is the author of " Subject Index to 
Prose Fiction," (1867); "Children's Book-plates" 
(1902); "Concerning Book Plates" (1903); "Charles 
Kingsley as a Social Reformer" (1911). She is a writer 
for various magazines. Doctor Dixson is well known 
as a lecturer on art, history and literature, and as the 
founder and proprietor of " The Wisteria Cottage 
Press." 



Benjamin Franklin Daugherty 

IT is a matter of professional pride to the educa- 
tionalists of this State that Illinois is so high in its 
universities and colleges, some of them of world- 
wide renown. A modest, yet influential, factor among 





Benjamin Fr.\nklin Daugherty. 



Zella Allen Di.xson, A.M., L.H.D. 



these is the Westfield College, of Westfield, of which 
institution Prof. Benjamin Franklin Daugherty is 
now the efficient head. He was born in Dallastown, 
York County, Pennsylvania, son of I. H. and Lucinda 
D. Daugherty, both natives of Pennsylvania, The 
former deceased in 1887 and is survived by his widow, 
who lives at Dallastown. President Daugherty was edu- 
cated in the public and normal schools of York County, 
Pennsylvania ; the Lebanon Valley College, from which 
he graduated with the degree of A.M. in 1892 ; the Union 
Biblical Seminary, Dayton, Ohio, graduating therefrom, 
and in 1891 attended Cornell University and the Uni- 
versity of Chicago. He received the honorary degree 
of Doctor of Divinity from Leander Clark College, 
Iowa, in June, 1908. 

He taught from 1880 to 1884 in the public schools of 
York County, Pennsylvania ; was from 1897 to 1906 
professor of the Latin language and literature for the 
Lebanon Valley College, at Annville, Pennsylvania, and 
since then has held his present position. 

President Daugherty is a member of the National 
Education Association, the American Academy of 
Political and Social Science and the Religious Educa- 
tional Association, is president of the Reunion Associa- 
tion of Professional Men, of York County, Pennsyl- 
vania, and a member of the Church of the United 
Brethren in Christ. He is also a member of the Board 
of Education of the United Brethren Church. From 
1S91 to 1893 he was editor of the Y. P. C. U. Herald, 
besides which he has contributed valuable articles to 
various educational publications. He is now serving his 
fifth year as president of Westfield College (1910-11). 
and during his incumbency the institution has made 
some marked advances in educational standards, student 
attendance and material equipment. The college belongs 
to the College Federation of the State, and its work is 
accepted in all the leading universities. 

Doctor Daugherty was married June 5, 1895, to Miss 
Delia Frances Roop, and they have one child ^ Carroll 
R. Daugherty. 



595 



Ivan J. Deach 

WELL known in Peoria, Illinois, and its vicinity 
as a successful teacher, has been principal of the 
Sumner School of that city since igog. Mr. 
Deach was born at LTnion Hill, Illinois, February 23, 
1873, and is a son of J. N. and Ella (Wood) Deach, 
his father being a native of Pennsylvania, and the birth- 
place of his mother being Michigan. His primary mental 
training was obtained in the public schools of Illinois 
and Nebraska, and he subsequently attended Redfield 
College, S. D., from 1893 to 1896. From 1896 to 1898, 
he was in California as a student in Leland Stanford, 
Jr., University, and in the summers of 1907-8-9, he pur- 
sued a course of studj^ in the University of Wisconsin. 
He received the degree of A.R. from Stanford Uni- 
versity in 1898, and that of A.M. from the University 
of Wisconsin in 1909, on the completion of his graduate 
studies. 

Mr. Deach taught in the Western Illinois Normal 
School from 1900 to 1903, and was principal of the 
Central Preparatory School (private) from 1903 to 
1906. His next three years were spent as a teacher in 
the Peoria High School and oil relinquishing his duties 
there, he assumed his present post. In the Sumner 
school he is assisted by a staff of eleven teachers. 

Mr. Deach is a member of the Central Illinois Teach- 
ers' Association, the Military Tract Association, the 
Schoolmasters' Club, the Illinois Association of English 
Teachers and the Classical Association of the Middle 
West and South. In igoi he published an " Outline for 
Advanced Classes in Geography," and in igo6 was a 
member of the Board of Trustees of the Carnegie Pub- 
lic Library in Macomb. 

On July 12, igoo, Mr. Deach was united in marriage 
with Rachael Batten, and they have a son, Ivan J., Jr. 
In religious belief, Mr. Deach is a Universalist. So- 
cially, he is connected with Templar Lodge, A. F. & 
A. M., Peoria; Peoria Chapter No. 7, R. A. M., and is 
a member of the Peoria Greek Club. 





D.\Nji-i. 1 1. Darling. 



, Ivan J. Deach. 

Daniel H. Darling 

MR. DARLING, who retired to the well-earned 
repose of private life in 1894, was for almost 
forty years identified with the public school 

service. 

Daniel H. Darling was born in 1834 at Painesville, 
Ohio, son of Seth and Marline (Anderson) Darling, 
the former a native of New York, the latter of Ohio. 
His father died at Painesville, Ohio, in 1840, his mother 
in Illinois, in 1854. He was- educated in the district 
schools of Ohio, the academy at Painesville, from 
which he graduated in 1853, and later he performed 
post-graduate work in Illinois. Mr. Darling first taught 
in district schools near Painesville for two terms, in a 
ward school at Toledo, Ohio, for a year, at Lockport, 
Illinois, for three years, and at Joliet, Illinois, for a 
year. The Civil War breaking out about this time, he 
enlisted in the Seventh Michigan Cavalry, and served 
with distinction for four years, in that time taking an 
active part in sixty-three engagements, and being twice 
wounded. He received promotion, rose to be captain- 
major, and iinally, at the close of hostilities, was in 
command of his regiment. After the war he was an 
instructor at the Lancaster (Ohio) Reform School for 
two years ; next taught at Lockport, Illinois, for ten 
years, and for the succeeding fifteen years was at the 
head of the public schools at Joliet, Illinois, where he 
continued up to his retirement in 1894. 

Mr. Darling was a faithful and devoted Christian, 
and the First Christian Church, of Joliet, which was 
organized and built by him, is a splendid monument to 
his memory. In igoi a Darling reunion was attended 
by about three hundred of those who had been former 
students under Mr. Darling. His death occurred June 
25. 1909, and his demise was deeply mourned by a host 
of friends and admirers. 

Mr. Darling was married in 1868 to Miss Abbie 
Wyman, and they had one child, a son, now deceased. 
He was a member of the Masonic fraternity, also the 
Grand Army of the Republic. 



596 



Herbert Lee Dyar 

ALTHOUGH a young man, Mr. Dyar has been 
engaged in the public school service for more than 
a third of his life, and the work performed by him 
has been continuously progressive and successful. He 
was born at Low Point, Illinois, January 3. 1876, his 
parents being Eben Edson Dyar, a native of Indiana, 
and Laney Katherine (Gardner) Dj'ar, native of Iowa, 
both now living. He was educated in the country schools 
of Woodford County, Illinois, the high school at Wash- 
burn, Illinois, the high school at Stuart, Iowa, Dixon 
Normal School, from which he graduated in 1898 with 
the degree of Bachelor of Science, and Eureka College, 
graduating from the latter as a Bachelor of Arts. He 
made special studies of mathematics and the German 
language. He is an accomplished musician and officiates 
as band or orchestra conductor as a " side line " to his 
public school work. 

j\Ir. Dyar lirst taught for three years in the country 
schools of Woodford Count}' ; then for four years as 
principal at Durand, Illinois, and one year at DeLand, 
Illinois ; superintendent at Prairie City, Illinois, one 
year, and for years was superintendent at Table Grove, 
Illinois, where he had charge of five teachers and over 
two hundred pupils. He is now at Farmington, Illinois, 
as superintendent of seventeen teachers and six hundred 
pupils. 

Mr. Dyar is a member, of the Military Tract Teachers' 
Association, is president of the Fulton County Teachers' 
Association, and is also a member of the Masonic Order, 
Order of the Eastern Star and the Christian Church, 
and resides at Farmington. 




Herbert Lee Dyar. 




Solon Sylvester Dodge. 



Solon Sylvester Dodge 

THE experience as a public instructor that must be 
accredited to Mr. Dodge extends over a period of 
thirty years, and it has been of that valuable char- 
acter that serves to bring out all the best talents in a 
man, and to make him a teacher whose influence and 
ability are easily distinguished and felt. He has been 
successful from the outset, and his reputation rests upon 
a basis at once sound and secure. 

^Ir. Dodge was born in East Rodman, Jefferson 
Count}', New York, July 16, 1857, son of James S. 
Dodge, native of New York, who died at Clinton, New 
York, at the age of eighty-four, and Electa (Seaman) 
Dodge, also of New York, who deceased in Adams. New 
York, in 1865. He was educated in private and ele- 
mentary schools at Adams, New York ; grammar school 
at Monroe, Wisconsin, and the Cook County Normal 
School, from which he graduated in 1875. He was 
granted an Illinois State Life Certificate in 1886. and 
first taught school in the Brown District School, Law- 
rence and Elston avenues, from 1876 to 1877. His sub- 
sequent schools were: Glenwood, Illinois, 1879; Bloom 
Grammar School, Norwood Park ; Forest Glen ; Thorn- 
ton, Illinois; Grayland School; Jefferson High School; 
Rosehill School, as principal, 1887-1896; Norwood 
School, 1896-1907, and Mayfair, 1907-1911, where he had 
charge of six branches, fourteen teachers and 520 pupils, 
and is at present principal of the Chase Grammar 
School, at Cornelia and Point place, with eighteen teach- 
ers and 800 pupils — one of the best-equipped schools in 
the city. 

In May, 1880, Mr. Dodge was married to JNIiss Kate 
Holbrook, now deceased, by whom he had three chil- 
dren, Arthur, Alice and Harley. In June, 1896, he 
married Miss Edith Pearson, and they have had four 
children, Stanley. Wilbur, Melvin and Gladys. Mr. 
Dodge is the author of " Outlines of English History," 
and has contributed much other material to educational 
literature. 



597 



George Newton Cade 

A^IONG the earnest devotees to the cause of edu- 
cation in Illinois is Mr. George N. Cade, who has 
met with commendable success and gained for 
himself a most excellent reputation among his col- 
leagues. In his ten years' practical work he has amply 
demonstrated his fitness for the profession he has 
chosen for his life-work. 

George Newton Cade was born August 3, 1876, in 
Greene County, Illinois, son of James D. and Catherine 
Cade, both natives of Illinois, and both now living. 
After attending country schools he entered the Illinois 
State Normal University, at Normal, from which he 
was graduated in igio. In August of that year he 
succeeded in passing the Illinois state examinations 
for teachers' certificate, and as a result is holding a 
Supervisory Life State Certificate. He began his career 
as a teacher at Lovelace, Greene County, Illinois, where 
he continued four years ; next he taught at Pleasant 
Hill, Scott County, Illinois, one year ; then at Martin's 
Prairie, Greene County, Illinois, four years, and is 
now superintendent at Cerro Gordo, Illinois, where he 
has six assistant teachers and an enrolment of 2^0 
pupils. Here his work has proved so acceptable to the 
Board of Education that they have asked him to con- 
tinue another year, at an advance in salary. 

Mr. Cade is a member of the Illinois State Teachers' 
Association, the Illinois State Teachers' Reading Circle 
and the Baptist Church, and his reputation in scholastic 
circles is most commendable. 

Harry Adelbert Dean 

AlNIOXG the great army of public-school instructors 
_/~\ of Illinois, none has had a more successful career 
than the subject of this sketch, now superintend- 
ent of the Union public schools, at Crystal Lake. Illinois. 
Before entering upon his present position he was for two 
terms county superintendent of the Kane County schools. 
As superintendent there, he established a uniform course 





Harry Adelbert Dean. 



George Newton Cade. 



of study, uniform text-books, built up the largest annual 
institute in the State, outside of Cook County, and was 
the organizer of the third consolidated school in the 
State. He also introduced the study of agriculture in 
the rural schools and did much to improve the sanitary 
conditions regarding equipment, heating and ventilation, 
thereby causing fourteen schools to be accepted by the 
state superintendent as " standard." 

Mr. Dean was born in Fo.xborough, Massachusetts, 
July 29, 1866, son of Otis Dean, native of the Old Bay 
State and veteran of the Civil War, who died in Ontario, 
California, March 21, 1907, at the age of eighty-si.x, and 
Augusta (Dunbar) Dean, also a native of Massachusetts, 
who deceased in Ontario, California, January 21. 1911, 
at the age of eighty-four. He was educated in the Pratt 
School, Foxborough, Massachusetts ; the public schools 
of Arcadia, Iowa ; Cornell College and the Iowa State 
College, at Ames, Iowa, where he took a four years' 
course in civil engineering. He first taught for three 
years in rural schools in Carroll County, Iowa ; the 
Geneva High School, Geneva, Illinois, for two years ; 
was superintendent of schools at Elburn, Illinois, for ten 
years ; next county superintendent of schools in Kane 
County, Illinois. 

Mr. Dean is a member of the National Education 
^Association, the Illinois State Teachers' Association, the 
Illinois State Teachers' Reading Circle (director), the 
Northern Illinois Teachers' Association, Masonic Order 
(Past Master), Modern Woodmen of America, the Yeo- 
men of America and the Congregational Church. He 
was treasurer of the Northern Illinois Teachers' Asso- 
ciation, secretary of the state and county superintend- 
ents' section of the National Educational Association, 
vice-president of the, Boys' Brigade of America, captain 
in the Iowa National Guards and a member of the Com- 
mittee of One Hundred, Illinois State Educational Com- 
mission. On August 2, 1893, he was married to Miss 
Eva Elizabeth Riplets, and they have six children — 
Revere E., Harry A., Jr., Beatrice E., Dorothy I., Gene- 
vieve and Ruth A. 



598 



Charles Davison 



DR. CHARLES DAVISON, professor of surgery 
and clinical surgery in the College of Medicine 
of the University of Illinois, was born on a farm 
in Lake County, Illinois. January 13, 1858. He was 
educated in Wauconda Academy and the Chicago Jiledi- 
cal College (medical department of Northwestern Uni- 
versity), graduating in 1S83. In 1883-84 he became 
an interne in the Cook County Hospital, being house 
surgeon in the service of the celebrated Christian 
Fenger, and also assistant surgeon at the Illinois Eye 
and Ear Hospital from 1887 to 1892. 

Doctor Davison since 1894 has been attending surgeon 
to Cook County Hospital, conducting one of its largest 
surgical clinics. He was one of the founders of the 
West Side Hospital and later of the University Hos- 
pital, of Chicago. 

Doctor Davison became connected with the College 
of Physicians and Surgeons, of Chicago, at the time 
of its afKliation with the University of Illinois, as pro- 
fessor of surgical anatomy, being later transferred to the 
surgical department and made adjunct professor of clini- 
cal surgery at Cook County Hospital. He has held the 
chair of professor of surgery and clinical surgery 
since 1904, and was a member of the Board of Trustees 
of the University of Illinois for one term. 

Doctor Davison is a member of the following organi- 
zations : Chicago Surgical Society, Illinois State ^Medical 
Society, American Medical Association, Chicago Medi- 
cal Society, Physicians' Club, Alpha Kappa Kappa, 
Alpha Omega Alpha, Knights' Templar. Mystic Shrine. 
He is also a member of the Methodist Church. October 
20, 1887, he was married to Miss Mary Lavinia Kidd, 
and they have one son, Charles Marshall Davison. 

Doctor Davison is a regular contributor to current 
surgical pviblications, and is recognized among his col- 
leagues as an energetic and successful surgeon, and by 
the students as an incisive and instructive teacher. The 





Ch.^rles Davison. 



John Frederic Eberhart. 



rapid and persistent quizzing at the Monday morning 
clinic at the Cook County Hospital will long be remem- 
bered by the graduates of the College of Physicians 
and Surgeons. 



John Frederic Eberhart 

JOHN FREDERIC EBERHART, A.M., LL.D., has 
been for nearly fifty years a prominent figure in 
Illinois and Cook County's local history ; first as a 
practical educator and later as a successful real estate 
operator. He was born in ;\Iercer County, Pennsylvania, 
January 21, 1829, where his early boyhood was spent. 
At the age of eight his parents removed to Big Bend, 
Venango County. Here his time was divided between 
working on the farm in summer and attending school in 
winter, until he was sixteen, when he taught his first 
school at the mouth of Oil Creek, Pennsylvania, where 
Oil City now stands. 

The following summer he took special lessons in writ- 
ing and drawing, qualifying himself for teaching these 
branches, an acquirement which proved valuable in 
working his way through college, .\fter spending sev- 
eral terms at Cottage Hill Academy, at Ellsworth, Ohio, 
he entered Allegheny College, at Meadville, Pennsyl- 
vania, graduating July 2. 1853. 

Two days after his graduation he delivered the Fourth 
of July oration at Reckland, Pennsylvania, winning en- 
thusiastic applause from a very large audience, many 
of them his boyhood friends. The following September 
he accepted the position of principal of the Evangelical 
Seminary, at Berlin, Pennsylvania, and among his pupils, 
who afterwards attained wide distinction, was the Rev. 
Dr. H. W. Thomas, the founder and for many years 
pastor of the People's Church, in McVicker's Theater, 
Chicago. Other students of that seminary also rose to 
distinction as preachers and teachers. 

In 1855 he came to Illinois to regain his broken health, 
and after several weeks in the " Muddy Citj'," he moved 



599 



on and located at Dixon, Illinois, where he published 
the Dixon Transcript, whose circulation he raised that 
summer from 200 to 950 subscribers. He personally 
canvassed the citj' and placed his paper in every family. 
He also encouraged the young writers, and among those 
who contributed to his paper was Noah Brooks, who 
wrote the " Boy Emigrant," and other literature that 
made him known throughout the world. But the field 
was too limited for him. Professor Eberhart was a 
reader, student, educator, a young man of action, full of 
original ideas and burning with enthusiasm for human- 
ity. He said " All the money in the world could not 
have diverted me from my purpose and the strongest 
desire of my heart — to be a teacher." 

He then entered the lecture field, his subjects being 
scientific — chemistry, philosophy, astronomy, etc. — 
and so full were they of original investigation and given 
such earnestness and eloquence, that they drew crowded 
houses and were in as great demand in the popular field 
as among the institutions of learning. 

He gave courses of ten lectures, and if the attendance 
was not large the first night, at the last night the audi- 
ences were always greater than the halls could accom- 
modate. At Lee Center Academy, Dr. Luke Hitchcock, 
then the leading presiding elder in the Rock River Con- 
ference of the M. E. Church, said : " They were the 
most interesting and instructive lectures I ever heard," 
and Dr. Ephraim Ingalls, afterward president of Rush 
Medical College, was always present on time with paper 
and pencil to get the chemical combinations that pro- 
duced the effects that so delighted the audience. The 
administration of " laughing gas " was always the most 
exciting factor of the evening. It was not then known 
as an anesthetic, although it had been a common gas in 
all the chemical laboratories of the world for the last 
two hundred years. 

Later, a year was devoted to travel, holding teachers' 
institutes and miscellaneous educational work ; after 
which he purchased, and for three years edited and pub- 
lished, the Northzvestcrn Home and School Journal, of 
Chicago, varying his editorial work with lectures before 
teachers' institutes, lecture associations and other insti- 
tutions. In this work of journal and field many valuable 
acquaintances and life friendships were formed with the 
foremost men and women of the time and he became a 
vital factor in the educational movements of the day. 
Horace Mann saw in Mr. Eberhart elements of a born 
educator and became his life-long friend and counselor. 
Later, Dr. Henry Barnard, as chancellor of the Wiscon- 
sin State University, and afterward the first United 
States Commissioner of Education, watched with in- 
terest his work in Illinois, and decided that he was just 
the man needed to arouse and inspire the young men 
of Wisconsin, and he employed him to address and con- 
duct teachers' institutes in that State. 

Doctor Eberhart possessed in a remarkable degree the 
qualities of leadership. He could reason, persuade and 
inspire to action. Had he been a soldier, his place would 
have been continually at the front, but as a successful 
educator, his work must be radical, patient, molding 
carefully the mental powers of the young; planning for 
them better systems of instruction and securing for 
them permanent progress through the wisest and best 
legislation. 

For seventeen years he attended the Illinois State 
Legislature, at his own expense, and remained there 
until the desired educational measures were enacted into 
law. Hence it became evident to the foremost county 
of the State that he should become the superintendent 
of its schools and, consequently, for ten years, from 
1859 to 1869, he was repeatedly reelected to that office. 
He was the only candidate elected on a ticket de- 
feated by over 3,800; he receiving a majority of 1,999 
votes, and for the great progress which marked the 
educational interests of this period Cook county must 
ever hold Dr. John F. Eberhart in grateful memory. 
The salary was only $2 a day at first, but honor and 
opportunity for magnifying that sacred office were 



before him, and before the close of his term, the posi- 
tion commanded $5,000 a year. 

Some of Doctor Eberhart's most important work 
while identified with the cause of education in Cook 
County was the organization of the Cook County Nor- 
mal School, the first county normal school in this or 
any other State, and his participation in the organiza- 
tion of the Illinois State Teachers' Association, whose 
annual sessions he attended for seventeen consecutive 
years ; the drafting of the State law authorizing the 
establishment of county normal schools ; organization 
of the State Association of School Superintendents, of 
which he was the first president ; the part he acted in 
securing the State Normal University and its location 
at Normal ; as a member of the American Institute of 
Instruction and of the National Teachers' Association, 
of which he was one of the first life members and is 
now the oldest living life member. 

At the annual National Teachers' Association, at 
Ogdensburg, in 1864, Doctor Eberhart took quite an 
active part. He led in establishing a life membership, 
was chairman of the Committee on Nominations, and 
was also selected to respond to the address of welcome 
by Lhiited States Senator King at a reception given to 
the Association by the people of Ogdensburg. 

Doctor Eberhart was also appointed delegate to the 
National Teachers' Association of Canada to meet in 
Toronto in 1865. Doctor Eberhart said at that meeting 
that he had the pleasure of speaking to the most enthu- 
siastic body of teachers he had ever addressed, and the 
Rev. Dr. Robert Collier, who was with him on the stage, 
said " His address was a credit to the nation." 

He was also activeW identified with various other 
educational and charitable associations, and while presi- 
dent of the Cook County Board of Education was the 
influential factor in securing the introduction of a kin- 
dergarten department into the Cook County Normal 
School, and in promoting the establishment of " free 
kintergartens " in the city, and the first free kintergarten, 
as a part of any public school in the State, was in Chi- 
cago Lawn, where he then was president of the Board 
of Directors. 

Among those who received their first certificates as 
teachers from Professor Eberhart during this period 
appear the names of Bishop Charles H. Fowler, of the 
M. E. Church ; Bishop J. H. Vincent, still living, and 
whose son, George E. Vincent, is now president of the 
iSIinnesota State University; Miss Frances E. Willard, 
who, in early days, used to call him her " literary god- 
father," and his old friend Charles A. Blanchard, of 
Wheaton College ; also, James P. Slade and Henry T. 
Raub, who were each afterward State Superintendent of 
Public Instruction in Illinois. 

It was through Doctor Eberhart that a law was 
enacted permitting directors to buy libraries for the 
country school districts, and it was through his special 
eff'orts mainly that thousands of communities, few of 
whom had any books worth mentioning, were thus 
given access to suitable libraries for the people, condi- 
tioned as they were then throughout the rural districts 
of Illinois. 

The furnishing by the State of blanks for the reports 
of school officers, and blank-books for their bookkeeping, 
was also the result of Doctor Eberhart's efforts, as he 
discovered that reports of school officers, without some 
form to guide them, were almost worthless. 

Doctor Eberhart delivered the first address on normal 
schools ever delivered in the State. It was before the 
State Association of the County Superintendents of the 
State at' their annual meeting at Springfield in i86l. 
Doctor Bateman was then State Superintendent of Pub- 
lic Instruction, and complimented the address very highly, 
and said that he had intended to write on the same sub- 
ject himself for his biennial report, but, instead, would 
publish Doctor Eberhart's address in full, as it covered 
every phase of the question better than he could have 
done himself. Such a matter would not need special 
notice at the present time, except that this occurred fifty 



600 



years ago and some one might be interested to look it 
up in the archives of the State, where it is on record, 
and see what was said. 

In 1856 Doctor Eberhart was offered by Bishop W. W. 
Orwig, of the Evangelical Association, the presidency 
of what is now Naperville College. It was started at 
Plainfield and afterward moved to Naperville. But he 
felt that his health and other engagements did not per- 
mit any change. 

About the same time he was invited to St. Louis to 
assist in organizing a public high school in that city, 
and was offered the position of first principal. 

Doctor Eberhart, in speaking to a friend on the 
pioneer educational efforts of those days, said, " I was 
forced to forego many tempting opportunities then of- 
fered me. In the first place I could not neglect my 
present duties, and again, I could not trust my condition 
of health, in the earnest endeavor and confinements of 
indoor work." 

In 1866 Doctor Eberhart met Sehor Sarmiento at the 
National Teachers' Association in Pennsylvania. He 
was a great man. He was generalissmo of the army 
that conquered the old dynasties and established the 
Argentine republic of South America. He came to our 
country to study our government, and our system of 
public education. He offered him the position of chief 
superintendent of public education, with an official resi- 
dence, all expenses paid, with the privilege of selecting 
his assistants and absolute control of that department 
of the government. 

Later, he visited Doctor Eberhart in his home in Chi- 
cago, urging the acceptance of the position. Hoping 
to strengthen his persuasions, he brought with him the 
Hon. J. P. Wickersham, for many years the State Su- 
perintendent of Education in Pennsylvania, and an old 
and warm friend of Doctor Eberhart, and who was then 
president of the National Teachers' Association. But 
Doctor Eberhart felt he was then providentially in the 
right position and he remained true to his duties. 

Among the relics of those days he still has the old 
atlas on which with the stub of a pencil Sarmiento 
traced his marches and marked his battlefields. Doctor 
Eberhart remarked '' Sarmiento was a noble man. He 
had lofty ideas of government and education of the 
people." 

It was through Doctor Eberhart that the school sec- 
tion 16, containing 640 acres in township 38, R. 13, in 
Cook County, fronting one mile on Sixty-third street 
and one mile on Forty-eighth avenue, the present city 
limit, has been preserved intact and not sold and squan- 
dered for a mere nothing as other school lands in and 
near the city had been in earlier days. 

The law at that time provided that the county super- 
intendent, on the reception of a petition containing not 
less than forty names of residents in the township, should 
sell the land to the highest bidder, the money to be 
added to the school fund of the township. The petition 
was duly signed and presented to him by John A. Colvin, 
now living on Eighty-fifth street, and for many years 
treasurer of that township. But Doctor Eberhart, the 
county superintendent of schools at that time, could not 
bear the idea of thus sacrificing the interests of future 
generations. He refused to sell the land, although his 
fees from its sale would have amounted to a consid- 
erable sum. Instead, he attended the constitutional con- 
vention of 1870, and by the aid of John Wentworth, 
had the organic laws of the State so changed that the 
land should be rented and not sold under the conditions 
then existing. 

In the next extension of the city westward that land 
will become a part of the city of Chicago, and as the 
city grows westward, as it must eventually, it will come 
nearer and nearer the center of the city, and probably 
within less than fifty years may yield a revenue sufficient 
to pay the salaries of all the teachers in the city. It is 
his hope that this property may be held in perpetuity for 
the benefit of the city schools. 

Doctor Eberhart felt keenly the need of trained teach- 



ers, and organized the Cook County Teachers' Institute 
in i860 at Harlem, now Oak Park, with seventy-five 
teachers in attendance. This institute still holds its 
annual sessions. He realized that a training school for 
teachers was imperative, and drafted a county normal 
act to be introduced into the legislature, standing by it 
until its passage was assured. Two years before this 
act became a law the Board of Supervisors appropri- 
ated, at his earnest request, the necessary funds for an 
experimental normal school for two years. It was 
placed at Blue Island in 1867. Two years later it was 
transferred to its present site in Englewood, and made 
permanent and is now in the city, and known as the 
Chicago Normal School, and is one of the most impor- 
tant normal centers in the country. Its campus of 
twenty acres, then valued at $800, is now estimated at 
$1,000,000, while the beautiful buildings that adorn the 
grounds are even more valuable, yet its chief asset is 
in the lives of the hundreds and hundreds of young 
men and women who have gone forth stronger and 
better equipped to do the great work of the world. So 
long as this institution exists it will stand as a monu- 
ment to Doctor Eberhart's sagacity as a practical edu- 
cator and his devotion to the interests it represents. 

During his term of office, and largely through his 
determined efforts, another measur& of far-reaching in- 
fluence became a law. It was the act to establish town- 
ship high schools and, under this law, the first high 
school in any county was placed in the town of Jeffer- 
son, in Cook County, and since that town became an- 
nexed to Chicago, it was known as the Jefferson High 
School of Chicago. 

His interest in education did not wane at the expira- 
tion of his term of office. As president of the County 
Board of Education he urged and finally succeeded in 
getting a kindergarten department established in the 
Cook County Normal School. One class was gradu- 
ated. At the end of one year Doctor Eberhart being 
no longer on the board it was permitted to lapse, but 
was again resuscitated by Francis A. Parker, when he 
became president of the school. 

The first free kindergarten in our free-school system 
was introduced into the Chicago Lawn free public 
school, while Doctor Eberhart was president of the 
board of directors. It was in 1886, before Chicago Lawn 
came into the city, thus Cook County can proudly boast 
of the first county normal school, the first township 
high school and the first free kindergarten in the State. 

Doctor Eberhart at the age of eighty-three is still a 
member of the National Education Association and alive 
to all its interests. He is the oldest life member and 
is as keenly interested in all that promotes the welfare 
of the young as in his early days. 

In the building of the Memorial Church to his old 
pupil, friend and pastor. Dr. H. W. Thomas, now to 
be erected near his home, in Chicago Lawn, he insists 
that care for the young must be the foremost consid- 
eration, that every appointment and attraction must be 
subsidized to minister to their needs. 

He says, " The first land I ever owned was one and 
one-fourth acres I bought of P. F. W. Peck, father 
of Ferdinand Peck. It was on Larrabee street, near Ful- 
lerton avenue. The price was $1,600, and within two 
j'ears I sold it to the city for a school site for $9,000, 
and on that sacred spot of land the Lincoln school now 
stands. May it never be removed or changed in name." 

The same indomitable energy that characterized his 
youth has won success and prosperity in mature years. 
His efforts have been blessed with a sufficiency of 
worldly goods to more than meet his ideal of simple 
living and high thinking, nor does he withhold from 
others what has been generousl}- lavished upon himself. 
To his alma mater — Allegheny College, Meadville, 
Pennsylvania — he has made several handsome gifts, 
aggregating $100,000. The college of his old friend, 
President Blanchard, at Wheaton, has not been forgot- 
ten, and no good work or earnest worker was ever 
turned away without sympathy and aid. 



601 



December 25, 1864, Doctor Eberhart was married to 
Matilda Cliarity Miller, daughter of Joseph C. and 
Mercie H. Miller, who were among Chicago's earliest 
settlers. She was educated in the schools of Aurora 
and Chicago, and is a lady of marked talent and literary 
ability. Six children blessed this union, four surviving — 
John J. and Frank N. Eberhart, active partners of the 
firm of John F. Eberhart & Sons, Mrs. Mary Evangeline 
Tobey, wife of George M. Tobey, and Mrs. Grace Jose- 
phine Herschberger, wife of Prof. Clarence B. Hersch- 
berger, of Lake Forest Academy. 

Doctor Eberhart's life has been a life of service — a 
service of love. His creed, as defined by himself, is 
brief but comprehensive : " I trust in an All-wise 
Creator and disposer of events, and I believe in the 
religion of Jesus Christ, as epitomized in His sermon 
on the mount, ' Whatsoever ye would that men should 
do to you, do ye even so unto them, for this is the law 
and the prophets.' " 



Frank B. Earle 

IN the particular branches to which he has devoted 
himself a distinguished success in the medical world 
has been achieved by Frank B. Earle, and his ability 
and high standing are everywhere conceded by the pro- 
fession. 

Frank Breckenridge Earle is a native of this State, 
having been born at Waukegan October 22, i860. His 
parents, Moses L. and Marie E. (Breckenridge) Earle, 
natives of Vermont, are both deceased, the former hav- 
ing died in 1903, the latter in 1904. He was educated 
in the elementary schools and the high school of his 
birthplace, with graduation from the latter in i88r, after 
which he took a course in the Chicago College of Physi- 
cians and Surgeons. Later on he performed valuable 
post-graduate work in leading universities in Berlin, 
Vienna and London. From 1894 to 1904 he was pro- 
fessor of obstetrics in the College of Physicians and 
Surgeons, Chicago, his alma mater, and from the latter 
year to the present he has been professor of pediatrics 
at the same institution, a position his learning and 
training have enabled him to till with signal success. 

Professor Earle holds membership in numerous local 
and national scientific organizations, and is a member 
of the Illinois Club and Westward Ho Golf Club. He 
is editor of the Filatov (Russian), which treats on the 
diseases of children. In 1885 he was married to Miss 
Elizabeth H. Biddlesom, of Waukegan, Illinois, and 
their residence is at 4880 Sheridan road. 




J.-\Y Calhoun Edwards. 



Jay Calhoun Edwards 

AVAST experience of inestimable value is the result 
of the above named gentleman's labors in the edu- 
cational field, and he has done much to advance 
the high standard of the public-school system in every 
position in which he has officiated. 

Mr. Edwards was born January 17, 1858, in Wyanet, 
Bureau County, Illinois, his parents being Francis Mar- 
ion Edwards, a native of Overton, Tennessee, and 
Lucretia Edwards, a native of Lockport, New York. 
Both are deceased, the former having died September 
24, 1904, the latter January 10, 1886, in Knoxville, Iowa. 
He possesses a superior education, having" studied in the 
public schools bf Wyanet, Illinois, and Knoxville, Iowa. 
He then took a course in Lombard College, Galesburg, 
Illinois, graduating therefrom Jvme 18, 1884, with the 
degree of B.S., and on June 17, 1887, he received the 
degree of M.S. from the same institution. Later he 
studied for the Bar, and in 1888 was admitted to prac- 
tice in the Supreme Court of Illinois. After first 
teaching in the high school at Knoxville, Iowa, he 
became principal at Wolsey, South Dakota, and later, 
sucessively, principal at Sublette, Illinois ; principal at 
Summit, Illinois ; teacher in the South Division High 
School, Chicago ; assistant in the Wendell Phillips 
High School, Chicago, and is now principal of the 
Jacob Beidler School, Chicago, where he has fifteen 
assistant teachers and an enrolment of 658 pupils. 

Mr. Edwards officiated very ably as county superin- 
tendent of schools in Lee County, Illinois, from 1891 
to 1895. He is a member of the Phi Delta Theta fra- 
ternity, also the Northern Illinois Teachers' Associa- 
tion. On June 24, 1899, he was married to Miss Grace 
M. Ingalls, of Cooperstown, New York, and they have 
a son, Albert Edwards. They reside at 5719 Midway 
Park, Chicago. 



602 



Mrs. Blanche B. Elmer 

To the women teachers of IlHnois is due a great 
part of the splendid status that has been attained 
in the pubHc schools of this State, and for their 
unselfish services they must be given credit commen- 
surate to the beneficent labors performed by them. 

In the advancement of this school system, Mrs. 
Blanche B. Elmer has been an active and able partici- 
pant for more than fourteen years. Earnest in her 
methods and possessed of high ability and mvich per- 
sonal magnetism, her labors in the cause of popular 
education have resulted in great and lasting benefit. 

Mrs. Elmer was born May 26, 1875, in this State, 
her parents being Francis A. and Jennie C, Bailer, the 
former a native of England, the latter, Pennsylvania, 
and both now living. She was educated in the public 
schools of Bloomington, the Illinois State Normal Uni- 
versity, Mrs. John R. Gray's College of Music, and has 
spent five years in the pursuance of voice culture under 
some of the best teachers. She first taught one year 
in Farmer City, Illinois ; then for three years in 
Rochelle, Illinois, and for the past ten years has been 
teaching in Bloomington. At present she is principal 
of Raymond school, having there two teachers and about 
ninety pupils under her charge. 

Mrs. Elmer is a member of the Order of Eastern 
Star and the Episcopal Church. On December 25, 1906, 
she was married to Dr. A. J. Elmer, a dentist of high 
standing in his profession, whose lamentable demise 
occurred January 25, 1909. 




Mrs. Blanche B. Elmer. 




DeWitt Elwood 

IN that important domain of activitj' — the public 
school service — the above-named gentleman has 
long been a well-known and highly valued factor, 
and he is, as a consequence, entitled to special notice 
in any work giving a historical account of the educa- 
tional resources of Illinois. 

Mr. Elwood was born June i, 1868, at Princeton, 
Green Lake County, Wisconsin, son of G. DeWitt and 
S. Jeanette Elwood, both natives of New York, but for 
many years residents of Wisconsin. Both are now 
deceased, the former having died April i, 1868, the 
latter May 5, 1893. Our subject was educated in the 
graded schools and high school of Princeton and the 
Lawrence University, graduating from the latter in 
1895 with the degree of Bachelor of Science, and he 
also took post-graduate courses in the University of 
Wisconsin. Beginning his professional career, Mr. 
Elwood first taught in a country school, then, suc- 
cessively, at Dartford, Wisconsin ; New London, Wis- 
consin, high school ; Madison, Wisconsin ; Dodgeville, 
Wisconsin, and since 1903 has been in his present posi- 
tion of superintendent at Charleston, Illinois, where he 
has the management of four schools, twenty-eight teach- 
ers and one thousand pupils. 

Mr. Elwood is a member of the Illinois State 
Teachers' Association, the Eastern Illinois Teachers' 
Association, of which he is president, the Schoolmas- 
ters' Club, Masonic Order, and the Methodist Episcopal 
Church. He was married August u, 1896. to Miss 
Gertrude I. Jefferson, and they have had three children, 
two of whom are deceased. 



DeWitt Elwood. 



603 



Edward Arthur Ellis 

A SPLENDID record in the educational field in 
Illinois is that attached to the name of Edward 
Arthur Ellis, who was born in this State and is 
the first and only native of Kane County to hold the 
position of county superintendent of schools in that 
county. 

Mr. Ellis was born November 2, 1877, in Geneva, 
Kane County, Illinois, son of Daniel A. and Ella T. 
Ellis, both natives of New York and now residents of 
Geneva, Illinois. He was educated in the public schools 
of his birthplace, in Beloit College and the University 
of Chicago, and holds membership in the National Edu- 
cation Association, the Illinois State Teachers' Associa- 
tion, the Northern Illinois Teachers' Association, the 
Masonic Order, Knights of Pythias, the Phi Kappa Psi 
fraternity and the Congregational Church. Being an 
increasing, constant reader and student of literature, 
Mr. Ellis has and is now constantly adding to his 
already valuable store of knowledge. 

Mr. Ellis began his professional career as an 
instructor in the high school at Geneva, Illinois ; then 
became science teacher in the high school at St. Charles, 
Illinois ; later was superintendent of schools at Elburn, 
Illinois, after which he served for five years as city 
superintendent of the Geneva schools, from which posi- 
tion he was elected to his present incimibency as county 
superintendent of schools of Kane County, Illinois, 
where he has met with such meritable success. Thor- 
oughly progressive in his methods and an enthusiast in 
his work, he has brought new life and purpose into the 
school system of Kane County, where he commands the 
respect, confidence and support of his colleagues, pupils 
and the public. 

On August 4, 1903, Mr. Ellis was married to Miss 
Charlotte Hamilton, a lady estimably known in social 
circles, and they have a large circle of friends in their 
residential city — Geneva, Illinois. 




Edward Arthur Ellis. 




Thomas Orvall Elliott. 



Thomas Orvall Elliott 

THE city schools of Harrisburg, Illinois, are fortu- 
pate in being under the supervision of Mr. Thomas 
O. Elliott, who is an educator of ripe experience 
and scholarly attainments, and who is prominently and 
most favorably known in pedagogical circles. 

Mr. Elliott was born on a farm near Broughton, 
Hamilton County, this State, his father being the Rev. 
J. C. Elliott, a native of Illinois, his mother, Mary Jane 
Elliott, a native of Tennessee, and both are still living. 
His early education was obtained by attending a rural 
school in Hamilton County, Illinois, after which he per- 
formed two years' work under Dr. John Washburn, 
ex-president of Ewing College, one and a half years in 
the Southern Illinois Normal School and two terms in 
the Valparaiso University. He began his public career 
as teacher of a rural school in Hamilton County, Illinois, 
and after five years in this position he was for three 
terms principal of the schools at Broughton, Illinois, and 
for the last seven years has been superintendent of the 
city schools of Harrisburg, Illinois. He has under his 
able supervision four schools, thirty teachers and four- 
teen hundred and fifty pupils, and he commands the 
confidence and esteem of all with whom he is associated. 

Mr. Elhott is a member of the Illinois State Teachers' 
Association, the State Teachers' Reading Circle, the 
Illinois Principals' Reading Circle, the Southern Illinois 
Teachers' Association, the Saline County Teachers' As- 
sociation and the Missionary Baptist Church. In 1898 
he was married to Miss Viola Elder, and they have a 
son — Ralph Elder Elliott. 



604 



Henry Hugh Edmunds 

FOR over twenty years the public school system of 
Illinois has claimed the services of the above-named 
gentleman, and he is well known in educational 
circles and to the public as an advanced and thoroughly 
proficient exponent of his exacting profession. He was 
born April 28, 1868, in Gardner, Illinois, son of Arnold 
and Julia (Clague) Edmunds, both natives of New York, 
and his preliminary education was secured in the graded 
and high schools of his native town. Later he took 
courses in the University of Chicago, the University of 
Illinois and the Illinois S,tate Normal University, Nor- 
mal, Illinois, graduating from the latter in 1895. He 
also holds an Illinois State Life Certificate. Mr. Ed- 
munds first began teaching in 1887 in rural schools in 
Grundy and McLean counties, Illinois, and continued 
there up to 1890. From 1893 to 1896 he was superin- 
tendent at Lovington, Illinois ; from 1896 to 1901 super- 
intendent at Atlanta, Illinois, and then became superin- 
tendent at Rushville, Illinois. From the latter place he 
went to Clinton, DeWitt County, Illinois, in 1907 where, 
as superintendent of schools, he is pursuing a most suc- 
cessful career. 

Mr. Edmunds holds membership in the National Edu- 
cation Association, the Illinois State Teachers' Associa- 
tion, Central Illinois Teachers' Association, Illinois 
Schoolmasters' Club, ^Masonic Order, and the Baptist 
Church, and has been institute instructor for the past 
sixteen years, and for past three years an instructor in 
the summer session of the Illinois State Normal LTni- 
versity. On June 14, 1900, he was united in marriage 
to Miss Emma Washburn, a graduate of the Illinois 
State Normal University, class of 1897, and they have 
two children, Arthur W. Edmunds and Richard Henry 
Edmunds. 




Henry Hugh Edmunds. 




WiLLI.MI C.\LVIN FaIRWEATHER. 



William Calvin Fairweather 

MR. FAIRWEATHER is an instructor of sound 
ability and thorough experience and has been 
engaged in educational work upward of fifteen 
years. His special branch is the teaching of physics 
and mathematics, in which he excels. 

Our subject was born on a farm four miles south of 
McLeansboro, Illinois, his father being William Fair- 
weather, a native of Lincolnshire, England, who is still 
living at the age of seventy-six, while his mother, 
Rachel Fairweather (nee Manning), a native of Ten- 
nessee, deceased November 14, 187S, near McLeansboro, 
Illinois. He received his first instruction in Parker's 
Prairie District School, and later attended, for one term 
each, the Illinois State Normal L'niversity, at Normal, 
Illinois, and the Southern Illinois Normal University, 
at Carbondale. Illinois ; the Valparaiso University for 
two terms, and for a j'ear was student in the University 
of Illinois. He first taught a three months' term in 
Parker's Prairie School, then for a five months' term 
in the Mary's Chapel District School and for five 
months in the Mayberry District School, and next 
taught seventh and eighth grades in the McLeansboro 
schools for three years. Subsequently he was principal 
of Ward Schools, Murphysboro, Illinois, for four years, 
and for the past eight years has been Superintendent 
of Schools at McLeanboro, Illinois. 

!Mr. Fairweather is a member of the Illinois State 
Teachers' Association and the Southern Illinois Teach- 
ers' Association. He is Past Chancellor of the McLeans- 
boro Lodge, No. Ill, Knights of Pythias; Past 
Grand of Hamilton Lodge, No. 191, Odd Fellows ; 
Vice-President of the McLeansboro Building and Loan 
Association ; Vice-President of the McLeansboro Inde- 
pendent Telephone Company, President of the Climax 
Club of the First Baptist Church, McLeansboro. On 
September 8, 1900, he was married to Miss Excie 
O'Neal, and both are held in high regard in the social 
circles of McLeansboro, where thev reside. 



60S 



Mary Morrow Findley 

JAMES L. FINDLEY and his wife, formerly Sarah 
Walker, were Buckeye born, but removed to llHnois 
from Ohio, where they became the parents of Mary 
Morrow Findley, a school-teacher of note in Illinois 
annals, that event occurring in Warren County. Miss 
Findley began her education in the rural schools of 
Warren County, continuing it in the Monmouth Acad- 
emy and Monmouth College, and concluding it in the 
University of Illinois. She was graduated from Mon- 
mouth College in 1882, when she received the degree 
of Bachelor of Science. On graduation from Mon- 
mouth College she taught in the primary school at 
Kirkwood, Illinois, for a year ; was principal of a two- 
room school at Spring Hill, Indiana, for three years ; 
and Salem Academy at South Salem, Ohio, two years ; 
Northern Iowa Academy, Garner, Iowa, two years ; in 
De Pere (Wis.) and Greenfield (Ohio) high schools, 
each one year; was principal of the Shelby (Ohio) 
high school three years; and then became instructor 
in the Monmouth high school, where she has been for 
the past fifteen years, having been principal for the last 
two, there being eleven teachers and three hundred and 
forty-four pupils under her direction. 

Miss Findley is a member of the Illinois State Teach- 
ers' Association, the Military Tract Teachers' Associa- 
tion, and the Monmouth Schoolmasters' Club, and has 
made a special study of mathematics. She is also a 
member of the Presbyterian Church. 



W. R. Foster 

MR. FOSTER was born in Troy Grove, Illinois, 
January 24, 1863, son of Charles F. Foster (de- 
ceased 1901), a native of Thornton, New Hamp- 
shire, and Harriet (Masterman) Foster, a native of 
Weld, Maine. His education was gained in the village 
school and in the Northern Illinois Normal, at Dixon, 





W. R. Foster. 



Mary Morrow Findley. 



Illinois. His first teaching was done in district schools 
of La Salle County, and as assistant in the home school. 

From 1886 to 1891 he was principal of the same 
school, and in 1890 his school was awarded the sweep- 
stakes diploma of the Educational Department of the 
Illinois State Fair. In 1891-92 he was assistant superin- 
tendent of schools, LaSalle County, which position he 
resigned to accept the superintendency of the (East) 
Mendota schools. There he developed an executive 
ability that soon modernized the schools and earned for 
the high school full recognition by the colleges and uni- 
versities of the Middle West. 

In iqo6 he was elected superintendent of schools of 
LaSalle County, and in 1910 was reelected. During his 
term he has displayed the same administrative qualities 
that marked his work as city superintendent. A course 
of study that adapts the Illinois State Course to the 
uniform texts used throughout the county has been 
worked out and is in use in the village and rural 
schools. Regular and definite examinations are given 
and 250 to 27s pupils are graduated each year. Library 
work has been revived and encouraged until pupils 
are reading 25,000 to 30,000 books annually, necessitat- 
ing the use of some 1,200 Pupils' Reading Circle 
diplomas yearly. The work in reading is further en- 
hanced by a county circulating library of 3,200 volumes, 
and by an illustrated county school paper. 

Mr. Foster has taken an active part in educative 
movements, serving as president of the Ottawa Chau- 
tauqua Association, as chairman of the Executive Com- 
mittee of the Illinois County Teachers' Association, and 
has been instrumental in organizing a number of teach- 
ers' and parents' associations in his county. He holds 
membership in the National, State and District Teach- 
ers' Associations, and is affiliated with several fraternal 
orders and with the Baptist Church. His marriage to 
Miss Philena M. Mitten occurred November 25, 1886, 
and they have two sons and two daughters, Frank L., 
Perry J., Harriet A. and Esther M. Foster. 



606 



Henry Hoag Frost 

PRESIDENT of the Grand Prairie Seminary, at 
Onarga, Illinois, has been engaged in educational 
work for the past fifteen years, and has ever been 
active in promoting the interests of his profession. He 
has also gained considerable note as a public speaker, 
having frequently lectured on moral and educational 
topics to select and appreciative audiences. 

Mr. Frost was born at Summerset, New York (Nia- 
gara County), son of Albert E. and Elizabeth ( Atwater") 
Frost, also natives of Somerset, New York, and both 
living. He possesses an excellent education, which was 
secvired in the country school at Lake Road. New York ; 
the village school at Somerset, New York ; the high 
school at North Tonawanda, New York; the high 
school at Lockport, New York ; the academy of the 
Northwestern Universitj^, Evanston, Illinois, from which 
he was graduated in 1896, and the College of Liberal 
Arts, Northwestern University, graduating from the 
latter in 1901 with the degree of B.A. He first taught 
at Lake Road, New York, from 1892 to 1893 ; was 
principal of the high school at Geneseo, Illinois, 1901- 
1904; superintendent of schools at Geneseo, Illinois, 
1904-1905, and since then has been president of the 
Grand Prairie Seminary, at Onarga, Illinois, in which 
position he has supervision of seven departments, four- 
teen assistants and three hundred pupils. Mr. Frost 
is a member of the Religious Educational Association, 
the Masonic Order, and is also a member of the Central 
Illinois Methodist Episcopal Conference. In June, 1901, 
he was married to Miss Mary Alice Tuttle, and they 
now have three sons, Wilfrid Tuttle, Henry Hoag and 
Arthur Atwater Frost. 



Charles Wallace French 

MR. FRENCH is one of the best known and ablest 
educators in the State, and is a ripe scholar and 
skilled disciplinarian, and a writer of force and 
distinction. He is a native of the Green Mountain 





Henry Hoag Frost. 



Charles Wallace French. 



State, having been born at Woodstock, Vermont, April 
5, 1858, son of Charles Wallace and Ann M. French, 
both natives of Vermont. His father deceased April 
22, i860, and is survived by his widow. 

Our subject was educated in the elementary and high 
schools of his home town, and in Dartmouth College, 
from which he graduated with the degrees of A.B. and 
A.M. Subsequently, he performed post-graduate work 
in the University of Chicago. Mr. French first taught 
in district schools in Vermont and New Hampshire, 
then became an instructor in the Marlowe (N. H.) 
Academy. Following this he taught in a public school 
at Ferrysburg, Michigan, was superintendent of schools 
at St. Joseph, Michigan, and then, going to Chicago, 
became teacher in the West Division High School. Suc- 
ceeding this he was principal of the Lake View High 
School (1890-1891) and Hyde Park High School (1891- 
1S95). After a year's rest he went to the Normal 
School as vice-president and acting principal of the 
Normal Practice School. 

Mr. French is a member of the Illinois State Teachers' 
Association and the University Congregational Church. 

Among other literary work done by him was the 
"Life of Lincoln" (American Reformers' Series), 
" Words of Lincoln " and " Introduction to the Study of 
Browning." He is also the editor of a number of 
classics, among which are " Flight of the Tartar Tribe," 
" Burke's Conciliation," " Macaulay's Milton and Addi- 
son," " Rab and His Friends," " Black Beauty " and 
" Shakespeare's Macbeth." 

On July 17, 1889, Mr. French was married to Miss 
Mary L. Heartt, of St. Joseph Michigan, now deceased, 
and on June 28, 1900, he was united to Miss Fanny K. 
Bartlett, of Rockford, Illinois. They have three chil- 
dren — -Mary McKenzie, Eleanor Bartlett and Carolyn 
Norton French. 



607 



Samuel J. Ferguson 

IN the roster. of the pubHc school instructors of Illi- 
nois, a position of prominence and a high reputation 
has long been enjoyed by the above-named gentle- 
man, who for thirteen years has been the efficient super- 
intendent of schools of Rock Island County. 

Mr. Ferguson was born at Hoyes, Maryland, March 
20, i86s, son of Samuel and Hester Ferguson, natives, 
respectively, of Maryland and Pennsylvania, the latter 
of Avhom is now deceased, her death occurring at Hoyes, 
Maryland, in 1S92. 

Mr. Ferguson was educated in the public and normal 
schools of Maryland, and then took a course in the 
National Normal University, at Lebanon, Ohio, from 
which he graduated in 1892. At the beginning of his 
professional career he taught school at Flintstone, !\Iary- 
land, and on leaving there became an instructor in Fort 
White Academy, Florida. Returning north, he taught 
school at Reynolds, Illinois. In 1898 he was elected 
county superintendent of schools of Rock Island County. 
His services proved so eminently satisfactory that in 
the fall of 1910 he was reelected to the position without 
opposition. He has supervision of 103 schools, 150 
teachers and over seven thousand pupils. 

Mr. Ferguson is a member of the National Educa- 
tion Association, the Illinois State Teachers' Associa- 
tion, Illinois State Teachers' Reading Circle, of which 
he is manager, and the Northern Illinois Teachers' 
Association, of which organization he lately served as 
president. He also is a member and president of the 
Military Tract Teachers' Association. On July 17, 1895, 
he was married to Miss Annie L. Easter, and they have 
two sons, Vance and Kenneth Ferguson, and a daughter, 
named Sulah. 

Henry L. Fowkes. 

A MAN who has made a distinct success through 
his own unremitting toil and efforts is certainly 
entitled to commendation and admiration, as well 
as that his example should be emulated. Such a one is 





Samuel J. Ferguson. 



Henry L. Fowkes. 



Henry L. Fowkes, at present County Superintendent of 
Schools of Christian County, Illinois. Although a young 
man. Air. Fowkes has given seventeen years of valuable 
service to. the cause of popular education in this State, 
and his record is one worthy of preservation in the edu- 
cational annals of this commonwealth. 

Henry L. Fowkes was born September 9, 1877, at Mt. 
Auburn, Illinois. His parents, G. F. and Lucy Fowkes, 
both natives of this State, are now living. Air. Fowkes 
has an excellent education, obtained in rural graded and 
high schools, and in private study. His varied experi- 
ence as a teacher and superintendent, together with the 
wide scope of his reading, has become the solid founda- 
tion upon which has been builded a life of usefulness to 
the community and to the State at large. In his peda- 
gogical career he taught for eight years in the rural and 
village schools of his county, was for ten years city 
superintendent of schools of Taylorville, Illinois, and in 
November, 1910, was elected superintendent of the 
schools of Christian County, Illinois, in which capacity 
he has under his jurisdiction 266 teachers and several 
thousand pupils. He is an enthusiastic worker and 
imparts enthusiasm to his colleagues and pupils alike, 
thus insuring the best results. Under his regime the 
most satisfactory status of affairs has been attained. 

Mr. Fowkes is a member of the National Education 
Association, the lUinois State Teachers' Association, the 
Eastern Illinois Teachers' Association, the Masonic fra- 
ternity. Knights of Pythias, the I. O. O. F., and the 
Christian Church. He has also been a member of the 
Taylorville Carnegie Library Board for the past six 
j'ears. 

On August 22, 1900, he was married to Miss LilHeth 
Foster, of Alt. Auburn, to which union has been born 
four children, Pauline, Lorine, William H. and Ralph L. 



60S 



Mary Louise Fellows 

AN educational institution, well known for the excel- 
lence of its curriculum, and one that has accom- 
plished much good since its inception, is the Elm- 
wood Home School, located at 4706 Woodlawn avenue, 
Kenwood, and presided over by its founder. Miss Mary 
Louise Fellows, who established this excellent institu- 
tion nineteen years ago. 

Miss Fellows was born in Cobden, Illinois, her father 
being Philip H. Fellows, a native of New York, now 
deceased ; her mother, Mary A. Fellows, native of Staf- 
fordshire, England, who is still living. Her excellent 
education was secured in city primary and secondary 
schools, the South Division High School, Chicago, and 
the University of Chicago, in which .she took a post- 
graditate course in Latin. She made special studies in 
Latin, English and history, and excels in those subjects. 

Miss Fellows was the first to recognize and insist 
upon the now universally favored system of individual 
attention, which has been provocative of such excellent 
and substantial results. 

The theories of co-educational work, which she has 
carried out, consist of a sort of sympathetic association 
of young people in natural and attractive home life, a 
plan that has materialized most substantially and satis- 
factorily. The unexpected success of her pupils and 
graduates is shown in their later experiences in schools 
and colleges. 

It is interesting to note here that Miss Fellows' 
mother, Mrs. Mary A. Aherns, one of the first woman 
practitioners at the bar of Illinois, is interested in this 
school, and gives it the support of her great influence. 
She is a philanthropist, a prominent public speaker, and 
well known in club and social circles. She has a sum- 
mer home at Lake Geneva. In addition to her school 
work. Miss Fellows has found time to contribute to 
educational publications, and she is most favorably 
known in pedagogical circles. 




# 



Mary Louise Fellows. 




James Alexander Freeman. 



James Alexander Freeman 

MR. FREEMAN belongs to a Tennessee family, in 
which State he was born, as well as his father 
and mother before him. His father, Lewis A. 
Freeman, died in East Portland, Oregon, in January, 
1900; and his mother, Mary H. Freeman, died in 
Opd}'ke, Illinois, February 17, 1876. 

James Alexander Freeman was born in Nashville, 
Tennessee, February 19, 1865, and, coming to Illinois 
with his family in his early youth, first attended the 
country schools at Opdyke, and afterward attended the 
Southern Illinois State Normal School, at Carbondale; 
Austin College, at Effingham, and the Illinois Univer- 
sity, at Champaign ; and. after being graduated from 
the Southern Illinois State Normal, he did post-grad- 
uate work there. 

His first teaching was in the rural schools in Jackson 
County, Illinois, where he remained four years, after 
whicli he was principal one year at Gillespie, Illinois, 
when he removed to Oregon City, Oregon, but after one 
year as principal there, returned to Illinois and became 
superintendent of city schools at Carbondale, Illinois, 
remaining there two years, then was ten years superin- 
tendent of schools at Trenton, Illinois, when he became 
superintendent at Freeburg, Illinois, where he has been 
for the past four years, with two schools, seven teachers 
and 283 pupils under him. 

He is a member of the Illinois State Teachers' Asso- 
ciation, the Southern Illinois Teachers' Association, the 
Masons, the Knights of Pythias and the Modern Wood- 
men, and belongs to the Baptist Church. 

December 24, 1902, he inarried Cordelia Poos, who 
lived only three years and one month after their mar- 
riage. She was survived by her husband and their son 
— James Wilber Freeman. 



39 



609 



James J. Ferguson 

THIS gentleman is a veteran in the pedagogical 
world, having been engaged in culturing the youth- 
ful mind for over twenty years, and he sustains a 
high reputation among his co-workers and with the 
public. 

Mr. Ferguson was born in Indiana, December 13, 
i860, son of George and Margaret (Dally) Ferguson, 
both natives of Scotland, and the latter of whom de- 
ceased in Crawford county, Illinois, in 1S78. He was 
reared on a farm and attended the country schools until 
his twentieth year, and then took a three years' course 
in Westtield College, entering there in 1880. In 1887 
he became a student in the Illinois State Normal Uni- 
versity, Normal, Illinois, and successfully graduated in 
1891. He has also done post-graduate work at the latter 
university and the University of Illinois. He taught his 
first school in Knox County in 1885 : obtained his first 
certificate of Wm. L. Steele. He later taught in the 
public school of Palestine, Illinois ; then in the DeKalb 
(Illinois) High School; was principal of the normal 
department of the Grand Prairie (Illinois) Seminary 
six years ; principal of the public schools, Chebanse, 
Illinois, three years, and for the following six years was 
superintendent of schools at Sheldon, Iroquois County, 
Illinois, and is now superintendent of city schools at 
Robinson, Illinois (Crawford County), for the third 
year, where he is assisted by seventeen teachers, and has 
under his charge eight hundred pupils. 

Mr. Ferguson is a member of the National Educa- 
tion Association, the Illinois State Teachers' Associa- 
tion, the Methodist Episcopal Church, and is a life mem- 
ber of the University Research Extension, of Chicago. 
He was for several years president of the County Teach- 
ers' Association of Iroquois- County, Illinois. He holds 
a life certificate in Illinois, On December 25, 1891, he 
was married to Miss Kate C. Freeman, and they have 
two children, of whom one, Freeman Paul Ferguson, 
survives. 





L. P. Froh.\rdt. 



James J. Ferguson. 



L. P. Frohardt 

THIS gentleman has been identified with the educa- 
tional world for over a quarter century, and he is 
recognized as being a past master of all the details 
and technique that mark that most responsible of call- 
ings — the teacher. 

Mr. Frohardt is a native of Moniteau County, Mis- 
souri, and his parents, John D. and Wilhelmine (Run- 
ning) Frohardt, were both of German birth. His father 
died near Council Bluflfs, Iowa, in 1900, and is still sur- 
vived by his widow. 

Our subject received his elementar\' education in the 
public schools of Pottawattamie County, Iowa, and then 
entered Central Wesleyan College, at Warrenton, Mis- 
souri, from which he graduated in 1881 with an A.B. 
degree. From this college he later received the A.M. 
degree for post-graduate work. Mr. Frohardt first 
taught public school at Spanish Lake, St. Louis County, 
JNIissouri, five years ; was principal of the preparatory 
department of the Central Wesleyan College eight 
years; and entered his present position as superintend- 
ent of schools in Granite City, Illinois, twelve years ago. 
As a commentary on his energy and the excellence of 
his work here it may be mentioned that in 1894 he en- 
tered upon his labors with but one assistant, while at 
the present time his staff numbers fifty assistants 
and in the four schools he controls there is an enrol- 
ment of eighteen hundred pupils. 

Mr. Frohardt is a member of the Illinois State Teach- 
. ers' Association, the Southern Illinois Teachers' Asso- 
ciation and the M. E. Church, and in 1893-4 he was 
vice-president of the Missouri State Teachers' Associa- 
tion. He has contributed many timely articles to news- 
papers and magazines. In 1883 he was married to Miss 
Caroline Becker, and thev have seven children. Homer 
O., Edith B., Viola E.,' Elmer I., Anna, Ralph and 
Waldo E. 



610 



D. Frank Fawcett 

IN the development of the educational interests of 
Illinois, valuable and highly appreciable services 
have been rendered by D. Frank Fawcett, and he is 
held in high regard in scholastic circles. 

Mr. Fawcett was born in Clinton, Vermilion Countj', 
Indiana, and the comprehensive education he possesses 
was secured in country schools ; the Normal School at 
Valparaiso, Indiana; Westfield (111.) College, from 
which he was graduated in 1883 as B.S., and in 1886 
received the ^NI.S. degree; Otterbein University, West- 
erville, Ohio, from which he was graduated in 1889 
with the degree of A.B., and in 1892 was given the 
degree of A.!M., and he also performed post-graduate 
work at Harvard University and the University of Chi- 
cago. Since beginning his pedagogical career, he taught 
in a country school and the public school in Taylor- 
ville, Illinois, in 1883-4; was principal at Morrisonville, 
Illinois, from 1884 to 1887; student in Otterbein Uni- 
versity, 1887-1889 ; principal of the Buffalo school in 
1889-91 ; taught history and mathematics in the Taylor- 
ville township high school from 1891 to 1895 ; student 
in the University of Chicago, 1895-1896; principal of 
the Maroa (111.) schools from 1896 to 1898; principal 
of Rockton (111.) school, 1899-1906: superintendent of 
Maroa (111.) schools, 1906-igio, and then became prin- 
cipal of the Stuart school, Springfield, Illinois, where 
he had a staff of twelve teachers. 

Mr. Fawcett is an ex-member of the National Educa- 
tion Association, the Illinois State Teachers' Associa- 
tion, Illinois State Teachers' Reading Circle, Central 
Illinois Teachers' Association, Northern Illinois Teach- 
ers' Association, and now holds membership in the 
Masonic Order, the Order of Eastern Star and the 
United Brethren Church. On August 22, 1899. he was 
married to Miss Lillie W. Griffith, and they have one 
child, Harriet Pleasant Fawcett. 




D. Frank Fawcett. 




William Alexander Furr. 



William Alexander Furr 

FOR more than twenty-two years the subject of this 
sketch has been identified with public school work, 
and as an educationalist he has won deserved 
comme;idation for his conscientious efforts and the 
thoroughness of his methods. 

Mr. Furr was born October 2, 1863, in Fountain 
Count}', Indiana, his parents also being natives of that 
State. His father, Marcus Furr, is still living, while 
his mother, Sarah Justus Furr, deceased at Hillsboro, 
Fountain County, Indiana, in 1875. He was educated 
in the country schools of his birthplace, the Indiana 
State Normal School, from which he graduated in 
1891, and the Indiana State University, graduating 
frc-m the latter in 1896 with the degree of Bachelor of 
Arts, and in 1897 he received the degree of Master of 
Arts from the same institution. His special branches 
of study were history and pedagogy. 

Mr. Furr first taught in country' schools for four 
years, next in Veedersburg, Indiana, for five years, 
then at Ottawa, Illinois, from 1897 to 1905, and since 
tl'.en has been superintendent of schools at Jackson- 
ville, Illinois. Under his control are six schools, 
seventy-seven teachers and twenty-three hundred pupils, 
and the most harmonious relations exist between him, 
his colleagues and his scholars. He has also acted in 
the capacity of institute instructor for fifteen years in 
Illinois, Indiana and Iowa, and has just accepted the 
position of Lecturer on Education in Illinois College. 

i\Ir. Furr is a member of the National Education 
Association, the Illinois State Teachers' Association, 
the Illinois State Teachers' Reading Circle, the Cen- 
tral Illinois Teachers' Association, and the Congrega- 
tional Church. In 1889 he was married to Miss AI- 
pharetta Brown, and after her decease, was, in 1902, 
married to Miss Lucie J. Rigden. He has five children, 
Coral, Paul, Homer, Clarence Lee and Dorothy Alice. 



611 



James B. Farnsworth 

IT is indeed rare that a case is found where one has 
served in the public school service for a half century, 
but such an instance is found in the subject of this 
sketch. 

James B. Farnsworth was born in Westford. Vermont, 
July 23, 1843, son of Reuben and Eunice (Earle) Farns- 
worth, both natives of Vermont. The former died in 
October, 1867, in Philo, Illinois, the latter in Chicago in 
October, 1888. His early education was secured in the 
public schools of this State, but the vast store of knowl- 
edge possessed by him was obtained through_ constant 
private study. That his studies have resulted in benefit 
for the public good is but " putting it mildly." Thou- 
sands of his former pupils, now prominent in many 
walks of life, can testify to the fact that their best intui- 
tions of moral and scholarly ways were received directly 
from him. 

Mr. Farnsworth began teaching in country schools, 
and after eight years' service there became an instructor 
in the Lake Zurich Academy for two years. ^ Following 
this, he was principal of the Jefferson High School 
(Chicago) for eight years, principal of the Hoffman 
Avenue School for the same length of time, principal 
of Irving Park one year, and for the past twenty-two 
years has been principal of the Logan School, Oakley 
avenue and Rhine street, where he has supervision of 
eighteen teachers and nine hundred pupils. His experi- 
ence as a school-teacher extends over half a century. 
To him belongs the credit of organizing the , first high 
school under the law enabling townships to form high 
schools. He started the old Jefferson High School in 
January, 1870. This was the forerunner of the Jef- 
ferson High School, which had its home for twenty- 
seven years in Mayfair, and whose successor, the Carl 
Schurz, recently opened its magnificent home on Mil- 
waukee avenue, in Irving Park. 

Mr. Farnsworth was given a surprise reception at the 
closing of his fiftieth year as a teacher by his neighbors, 
former pupils and teachers who had taught under him. 

Mr. Farnsworth is a member of the National Educa- 
tion Association, the Illinois State Teachers' Associa- 
tion, the Grand Army of the Republic (B. F. Butler 
Post), and the Congregational Church. He is a musi- 
cian of recognized ability, has sung in the choir for fifty 
vears and for twenty-five years has been choir leader. 
He was a member of a band in the Northern Army 
during the Civil War and won deserved credit. He was 
married May i, 1866, to Alma Putnam, and they have 
had three children. Charles E., of Anaconda, Montana, 
being the only survivor. 



Margaret S. Gill, A.B., Ph.B. 

MRS. GILL was born in Cincinnati, Ohio, her 
parents being Henry P. and Charlotte F. Spears, 
both native Ohioans, and now deceased ; the 
former having died in 1886, the latter in 1894. 

She attended school a few years in her native place, 
but her family moved to Fond du Lac, Wisconsin, and 
most of her education was gained at that point. Her 
ancestors were educated people, city people used to 
modern culture. They were engaged in educational 
pursuits, many of them. Several of them were college 
professors and many of them ministers of the gospel. 
Her mother was a graduate of Oberlin College, as also 
were two uncles. It was natural, then, for Mrs. Gill's 
parents to prize an education above price and to desire 
their daughter should have as broad a one as possible. 
The day they started her to school, or when she was 
six years old, she commenced the study of the piano 
also. These she kept up continuously until she gradu- 
ated from the Fond du Lac High School. The year 
after her graduation she began her course at the Uni- 
versity of Wisconsin. At that time the " co-eds " were 
despised by the boys and sneered at by the faculty. It 




James B. Farnsworth. 

required much determination to remain and get 
through ; but in 1866 Margaret Spears Gill obtained her 
diploma, her A.B. and also her musical diploma. 

She then taught at home for three years in the 
German-English Academy, and instrumental music two 
years in the State Normal School, Stevens Point, Wis- 
consin. 

Feeling that Chicago would afford a broader field, 
she went there just after the fire. She is a veteran 
teacher now and has never stopped. She has had tens 
of thousands under her charge who " rise up to call 
her blessed," for she is intelligent, progressive, pains- 
taking and enthusiastic. 

She assumed her present charge, the Henry H. Nash 
School, twenty-five years ago, and has many of the 
second generation under her charge at present. She has 
good health and spirits and she has never been absent 
from her present school a single half-day. Her pupils 
number fourteen hundred, her teachers thirty, her alum- 
nus twelve hundred, and her friends, the entire school 
district, for she has devoted her life to their interests. 

Being such a gifted musician, it is natural for her to 
express herself in melody or song. It is temperamental. 
She has written thirty " class songs." It is her way of 
teaching the lessons of life. Could you hear them ren- 
dered yearly by her classes, you would knmv that the 
lessons had fallen on fallow ground. 

Mrs, Gill has also published several instrumental 
pieces that have been very popular. She has been 
abroad twice and her observations she has embodied 
in lectures which have been well received by the dis- 
criminating audiences that have heard them. 

jMrs. Gill is an active worker in the Baptist Church 
and is a member of many clubs. The ones she is most 
interested in are the King's Daughters, Daughters of 
Veterans, College Club, and University Club. 

The proudest moment in her life was when in June, 
1909, forty years after graduation, her dear old " Var- 
sity," her alma mater, bestowed upon her the Ph.B. 
for" continuous and successful work in the educational 
field. 



612 



Mamie E. GraflF 

MISS GRAFF was born in Greenville, Illinois; 
her father, Peter Graff, and her mother, Eleanor, 
both having been natives of Illinois. Her father 
died June l, 1889, but her mother is still living. 

Miss Graff began her education by attending the coun- 
try schools in her native place, after vifhich she was a 
student at Austin College, which graduated her with 
the degree of Bachelor of Arts. She also attended the 
Normal School and the State University. She has suc- 
cessfully passed the State examination and holds a life 
State certificate. 

She taught her first school in Pocahontas, Illinois, 
where she remained three years, and then taught in 
Highland, Illinois, for seventeen years, after which she 
taught in her home town, where she has been for the 
past seven years, and where she is principal, with two 
teachers and 104 pupils under her. 

She is a member of the Illinois State Teachers' Asso- 
ciation and the Southern Illinois Teachers' Association, 
and a member of the Congregational Church. 

That her good work in the schools where she has 
taught has been appreciated, the fact that she has taught 
so long in each school, speaks in emphatic language. 

Warren C. Greenup 

MR. GREENUP was born in McDonough Count}', 
Illinois, April 25, 1877, his father, Eugene 
Greenup, and his mother. Amanda (Holliday) 
Greenup, both being natives of Illinois, and are both 
living at the present time. 

Warren C. Greenup was educated at Industry, Illinois, 
did correspondence work in the sciences and finished a 
four years' course. He began teaching in a country 
district, where he remained two years, taught in the 
Industry High School five years, and in the Adair High 
School six years, where he is principal at present, with 
one school, two teachers and seventy-five pupils. He is 





Cyrus Stover Grove. 



Mamie E. Graff. 

a member of the Illinois State Teachers' Association and 
the McDonough County Teachers' Association. He held 
the position of postmaster at Adair, Illinois, from May 
21, 1909, to November 15, 1910, when he resigned the 
position to resume her life-work of teaching. In August, 
1898, Mr. Greenup married Miss Laura D. Kearby, who 
has borne him five children. Perry, lone, Clydell, 
Charles and Holly. 

Cyrus Stover Grove 

AMONG the tried and thoroughly competent instruc- 
y^ tors that go to form the great body of public 
school teachers in Illinois, the above-named gen- 
tleman has long borne a favorable reputation. He is a 
native of Spring Mills, Center County, Pennsylvania, 
born September 27, 1867, his parents being John and 
Margaret (Stover) Grove, both natives of Pennsylvania, 
and both deceased, the former having departed this life 
in October, 1907, the latter in January of the same year. 

Cyrus Stover Grove was educated in the district school 
of Egg Hill. Pennsylvania; at Spring Mills Academy; 
Northern Indiana Normal University and Wisconsin 
University, and the schools that he had charge of in- 
clude Logan, Decker, Beaver Dam, Farmers' Mills, Egg 
Hill and Madisonburg, in Pennsylvania ; Mill Grove, 
Mt. Pleasant, Eldorado and Orangeville. in Illinois. He 
is now county superintendent of schools of Stephenson 
County, Illinois, and makes his headquarters at Free- 
port, that county. The various interests under his con- 
trol are given every attention that care and forethought 
can suggest, and all the schools are in a most satisfac- 
tory condition. 

Mr. Grove holds membership in the National Educa- 
tion Association, the Illinois State Teachers' Associa- 
tion, Illinois State Teachers' Reading Circle Board ; was 
president of the Northern Illinois Teachers' Association, 
1908. He is also a member of the Illinois Pupils' Read- 
ing Circle Board, the Masonic Order, Odd Fellows, 
Eastern Star, Rebekahs and Shriners. He is a pro- 
pressive educationalist and a public-spirited citizen. 



613 



Walter Franklin Grotts 

THIS gentleman is numbered among the public- 
spirited teachers engaged in the school service of 
the State, and he enjoys an excellent reputation in 
scholastic circles. He is a native of this State, having 
been born in Raymond. Illinois, son of George W. and 
Almira (Rusher) Grotts. both natives of this State, and 
both still living. He received his elementary education 
in the common schools and high school of RajTuond. 
graduating from the latter, and he also took special 
studies in the University of Illinois and the Eastern 
Illinois State Normal School. On beginning his life- 
work he first taught for a year the Fawn Creek School ; 
next, for two years, the Burnet School (the foregoing 
being ungraded country schools in Montgomery County, 
Illinois) ; then for three years taught in the grades in 
Ra\'mond, Illinois ; was superintendent at Fillmore, Illi- 
nois, for two years : superintendent at Irving, Illinois, 
three years, and is now filling his second year as super- 
intendent of schools at Girard. Illinois, where he has 
under his supervision two schools, thirteen teachers 
and about five hundred and hft>' pupils. 

Mr. Grotts is a member of the Illinois State Reading 
Circle, the Illinois Association for Teachers of Agri- 
culture, the JNIasonic Order and Knights of Pythias. In 
August, 1904, he \vas married to ?^Iiss Claudia Irene 
Hough, and they have three children. Orel Constance, 
George Wrice and Paul Edward Grotts. 



G. Charles Griffiths 

IN'CLIXATIOX and natural aptitude caused G. 
Charles Griffiths to select the pedagogical field for 
his life endeavors, and the substantial success he 
has achieved demonstrates that the selection was a wise 
one and one that was most fortunate for the cause of 





G. Ch-\rles Griffiths. 



\V.\LTER Franklin Grotts. 



education. Valuable is the work that has been done 
by him in the field of education and, being compara- 
tively young, he still has a wide future for further 
usefulness and distinction. 

Mr. Griffiths was born near Collinsville. Madison 
Count\% Illinois, September 16, 1866. on a farm. His 
parents were Ellen (Scanland) and George Stewart 
Griffiths. In early youth he attended the public schools 
of Xormal. Illinois, and in later years studied in the 
Illinois State Xormal University, with graduation there- 
from in 1S92. He also studied law in the Illinois College 
of Law. and is recognized as a close student of questions 
of public policy. 

His first experience as a pedagogue was obtained in a 
country school in ^McLean County, this State, and from 
thence he went, respective!}', to schools of Rock City 
(Stephenson County) and ^Sletamora (Woodford 
County). In 1893 he became principal of the Robert 
Emmet School, Austin, Illinois (annexed to Chicago in 
iSpgV and was most usefully and profitably employed 
there up to 1903, when he was transferred to the ^lotley 
School, in a densely populated foreign section of Chi- 
cago, where he is still employed as principal. Mr. Grif- 
fiths is a thorough, sound educator, and is ever in full 
touch and sympathy with his pupils and colleagues. He 
is active in teachers' organizations and has been espe- 
cially useful on the legislative committee of the Prin- 
cipals" Club and the State Teachers' Association in 
securing die enactment of laws needed by educational 
interests. Besides the above-mentioned associations he 
is a member of the Cit\- Club and the Press Club of 
Chicago, and of many of the well-known fraternal asso- 
ciations in which he contributes largely to the " good of 
the order "' by forceful and pleasing oratory and appre- 
ciative interpretation of " the literature of power." In 
1S93 he was married to Miss Mary Canfield Wood, of 
Austin. Illinois, and their interesting family comprises 
three sons and a daughter, David Wood, Henry George, 
John Russell and Elizabeth. 



614 



Newell Darrow Gilbert 

FOR more than a quarter of a century the above- 
named gentleman has been a valued factor in the 
public-school system of Illinois, and his services 
have been most effective in promoting the schools to 
the high status they to-day enjoy. He is a native of 
Clyde, New York, his parents, Silas and Julia (Gage) 
Gilbert, also being natives of that State. 

Mr. Gilbert is the possessor of a very superior edu- 
cation, which was acquired by studies in the graded 
schools of JNIendota, Illinois ; high schools of Marshall, 
INIichigan, and Freeport, Illinois, and the Illinois Wes- 
leyan University, at Bloomington, Illinois, from which 
he graduated as a Bachelor of Arts in 1879, and was 
given the jNIaster of Arts degree in 1882. In his peda- 
gogical capacity he has had charge of the following 
schools: Clinton, Illinois, 1879-82; Utica, Illinois, 
1882-84; Maywood, Illinois, 1884-87; Austin, Illinois, 
1887-99; superintendent at DeKalb, Illinois, 1899 to 
1907. 

Mr. Gilbert is still a close student and keeps fully 
familiar with all advances made in his profession. 
From the beginning of his work in DeKalb he has been 
associated with the faculty of the Northern Illinois 
State Normal School — from 1902 to 1907 carried the 
double responsibility of superintendent of city schools 
and director of the training school of the Normal ; 
since 1907 he has given his entire time to the training 
work. 

Mr. Gilbert is a member of the National Education 
Association, the Illinois State Teachers' Association 
and the Northern Illinois Teachers' Association. In 
1879 he was married to Miss Elizabeth Clark, and their 
family comprises a son and a daughter — Newell Clark 
Gilbert and Julia Elizabeth Gilbert. 




Newell Darrow Gilbert. 




Harry Edwin Green. 



Harry Edwin Green 

THE present efficient superintendent of schools of 
Crawford County, Illinois, has devoted his energies 
and abilities for some twenty years to the public 
school service. 

ISlr. Green was born in Hutsonville Township, Craw- 
ford County, Illinois, September 8, 1866, son of Samuel 
S. and Ruth A. Green, also both natives of Crawford 
County, Illinois, the former of whom died on the home 
farm in Hutsonville township, January 6, 1905, and is 
survived bjr his widow. 

Harry Edwin Green was educated in the country 
schools of Star and Quaker Lane, Crawford County, 
Illinois ; Earlham College, Richmond, Indiana, and 
Union Christian College, Merom, Indiana, from which 
he graduated in the spring of 1894. He taught in the 
country schools ,of Star and Quaker Lane one year 
each; at McDaniel, one year; Science Hall, two years; 
Trimble, two years ; West Union, three years ; West 
York, five years, and for the past eight years he has 
occupied his present important incumbency — superin- 
tendent of schools of Crawford County. Lender his 
jurisdiction are one hundred and nine schools, one hun- 
dred and sixty-one teachers and seven thousand pupils. 

Mr. Green is a member of the Illinois State Teachers' 
Association, the Illinois State Teachers' Reading Circle, 
the Masonic Order, Elks, Modern Woodmen, Ben Hur 
and the Lhiion Christian Church. In 1891 he was mar- 
ried to Miss Olive May Hathawaj', whose lamentable 
demise occurred August 24, 19OS, leaving him with a 
familv of three voung daughters, Goldie, Marv and 
Ruth." 

August 31, 1907, Mr. Green was married to Miss 
Nora Folck, a successful teacher of Crawford County, 
Illinois. This union resulted in the birth of two chil- 
dren, a son and daughter, Mildred and Millard, of whom 
but one, Mildred, survives. 

JNIr. Green is serving his third term as county super- 
intendent. 



61S 



Elbert E. Gowey 



MR. GOWEY, who is one of the most efficient 
school principals in northern Illinois, has been 
an active worker in the educational field for the 
past thirteen years and is most favorably known in 
scholastic circles. He has made special studies of 
mathematics, mechanical drawing and penmanship, and 
is an expert in those lines. He is likewise an inventor 
of note, having produced numerous devices, and he 
invented and built one of the first automobiles in the 
countr}'. He has also supervised the construction of 
several mechanical and electrical devices in New York 
and other eastern cities. 

Mr. Gowey was born in Gardner, Illinois, son of Gil- 
bert E. Gowey, a native of Erie, Pennsylvania, and 
Florilla Doud Gowey, a native of this State, both of 
whom are still living. He was educated in the elemen- 
tary schools and the high school of Gardner, Illinois, 
and then took a course in the commercial department 
of the Grand Prairie Seminary, Onarga, Illinois, from 
which he graduated in 1896 with the degree of Master 
of Accounts, and he has also studied in the Illinois State 
Normal University. 

Mr. Gowey first taught in the Crane School, Gardner, 
Illinois, for two years ; next was grammar instructor 
for a year and assistant principal for two years in the 
public schools of Gardner ; was superintendent of the 
schools at Braceville, Illinois, four years, and for the 
past four years he has been principal of the Eastern 
Avenue School, Joliet, Illinois, where he has a staff of 
eleven assistant teachers and an enrolment of 450 pupils. 

Mr. Gowey is a member of the Northern Illinois 
Teachers' Association and the Modern Woodmen of 
America. On August 28, 1901, he was married to Miss 
Carrie A. Peart, and they have one child, a daughter, 
Lucille Gowey. 




Elbert E. Gowey. 




•-?"! '. 



Severt Tobias Gunderson. 



Severt Tobias Gunderson 

THE above named, now deceased, was for many 
years a prominent citizen of Chicago, well known 
for his active, public-spirited interest in municipal 
affairs, particularly in advancing the cause of education, 
and to his efforts much of the present efficiency of the 
schools is due. 

Mr. Gunderson was born in Norway, son of Gunder 
T. Gunderson and Marie Severtson, both also natives 
of Norway, and now deceased, the former having died 
in 1886, the latter in 1870. His elementary schooling 
was obtained in Norway, and on coming to Chicago 
he attended the grammar schools of that city. He 
- ever manifested a keen interest in civic affairs and was 
ever prompt in giving his support to any measure pro- 
posed for the advancement of the city's welfare. In 
1874 he was elected a member of the Common Council 
of Chicago and in this capacity gave valuable services. 
In 1891 he became a member of the Chicago Board of 
Education and in 1907 was reappointed to the position. 
In 1894 he was appointed a member of the Chicago 
Public Library Board. While a member of the Board 
of Education he introduced before that body a resolu- 
tion asking that the legislature enact a law that would 
provide a parental school for the children of the city, 
whereby truants would be taken from evil associates 
on the streets and placed under proper control. Several 
years later this action of his resulted in the framing of 
the law which founded the Parental School of Chicago, 
which has done an inestimable good. 

Mr. Gunderson was prominent in fraternal and social 
organizations. He was a member of the Masonic Order, 
a Royal Arch Mason, Knight Templar, a member of the 
Oriental Consistory, Medinah Temple, Mystic Shrine; 
he was a member of the Menoken Club, the West Side 
Co-Educational Club and the Lutheran Church. He 
was married in 1863 to Miss Emily C. Olsen, and at his 
demise left his widow and three children, George O., 
Seward M. and Ida M. (Gunderson) Danz. 



616 



Alfred Harvey 



AMONG the public educators of Chicago who have 
obtained distinguished success is Mr. Alfred 
Harvey, the capable principal of Scanlan School, 
located, at the southeast corner of Morgan and Monroe 
streets, that city. He is a veteran in the profession, 
having been engaged therein for about a half century, 
but he is as progressive and up-to-date as the youngest 
of his contemporaries. 

Mr. Harvey was born in Sutton, New Hampshire, 
July 29, 1836, son of Joseph and Mehitable (Watson) 
Harvey, both natives of the Granite State, and both now 
deceased. His j'outh was the time of " the little red 
schoolhouse," and after completing the studies they had 
to offer he attended the Literary and Scientific Institute, 
at New London, New Hampshire, and finally Appleton's 
Academy, at Mount Vernon, New Hampshire. He first 
began teaching in district schools of his native State, 
and with this preliminary experience came west to Illi- 
nois, where he became principal of schools at CarroUton, 
this State ; next, principal at Waverly, Illinois, for six 
years; superintendent of schools at Paris, Illinois, 1871- 
1894, inclusive, and in the latter year was elected prin- 
cipal of Scanlan School, Chicago, which position he has 
held ever since. In 1879 he was president of the Illinois 
State Teachers' Association, and he has long been an 
honored member of the Masonic fraternit}'. In 1862 he 
married Miss Lizzie F. George, and they have seven 
children, of whom four, Alfred E., Walter C, Harry H. 
and Charles I. are now living. A daughter, Lillie M. 
Harvey, former head assistant of Phil Sheridan School, 
died July 12, 1892. 

James Hamilton Henry 

IN the pedagogical world, a " charmed sphere " of 
itself, " ability " is the watchword and " untiring 
efforts " the motto to be followed in order to 
achieve success. There is in this vocation a ceaseless 
demand upon the knowledge, judgment and patience 





James Hamilton Henry. 



Alfred Harvey. 

of the teacher. His work must be painstaking and 
thorough in order to be effective. 

AH the prerequisite qualifications are possessed in 
a full degree by James Hamilton Henr}', the talented 
principal of Gallistel School, One Hundred and Fourth 
street and Ewing avenue, Chicago. Mr. Henry was 
born in Harrison, Ohio, April 27, 1861, son of Jonathan 
H. Henry, native of Ohio, who deceased in Martinsville, 
Indiana, November I, 1896, and Ann (Simpson) Henry, 
native of England, who died in the same town Novem- 
ber 10, 1894. 

After completing the studies offered by the public and 
high school of Martinsville, Indiana, Mr. Henry took . 
a course in the Indiana State Normal School and the 
University of Indiana, at Bloomington, Indiana, grad- 
uating from the latter in 1892, with the degree of B.A. 
He is a post-graduate student of Chicago University. 
Since beginning teaclijng he has filled the following 
positions : Three years in district schools ; principal, 
high school, Morgantown, Indiana ; county superin- 
tendent, Morgan County, Indiana, 1885-1891 ; city 
superintendent, Warsaw, Indiana, 1893-1900; assistant 
in physics, Indiana University, 1892; principal. River- 
dale School, Chicago, 1900-1902; principal, Gallistel 
School, Chicago, 1902 to the present time. He has in 
charge two school buildings, thirty-one teachers and 
thirteen hundred pupils. 

Mr. Henry has contributed much valuable matter to 
educational literature. From 1886 to 1888 he was edi- 
tor and publisher of Ow Indiana Schools; has written 
many articles for the Chicago Current, and is author 
of the " Teachers' Guide." He was formerly a member 
of the executive committee of the Indiana State Teach- 
ers' Association, and was president of the Kosciusko 
County Teachers' Association, 1895. and is now a mem- 
ber of the Philosophical Round Table, Principals' Club, 
the Howland Club, the City Club, of Chicago, is vice- 
president of the Chicago Alumni Chapter of the Sigma 
Chi fraternity and is prominent in Masonic circles. 
In 1893 he was married to Miss Mary L. Stoker, and 
they have two sons, Harold P. and Leon Henry. 



617 



Mrs. Kate A. Henderson 

FOREVER sacred in the educational archives of Illi- 
nois will be the name of Mrs. Henderson, who, 
although deceased, still fondly lives in the memory 
of all who knew her. She was Joliet's ideal woman, and 
her power for good came through her great faith in 
humanity. Her thoroughly indexed mind, her broad 
conceptions of life, her rare humor and ability to give 
to others a portion of the knowledge she possessed, tell 
the secret of her power. In her death Joliet lost one 
of its most brilliant women. 

Mrs. Henderson was a rigidly just woman, and lived 
up to the highest pinnacle of honor, truth and probity. 
Undoubtedly no woman who ever lived in Joliet ever 
helped more people than this noble woman. As an edu- 
cator she had few equals. The Joliet Public Library 
is her best monument. Few cities in the country have 
a library where the organization, system and scope of 
the institution surpasses the Joliet Public Library as 
developed by Mrs. Henderson. When this library was 
finally completed her joy was great, for this was the 
fruition of many years of hard work on her part. As 
librarian of this institution she was ever faithful and 
painstaking, and under her management it became one 
of the best public libraries in the State. 

In the library is a large, airy room, known as the 
Children's Room. It occupies the entire south end of 
the building. The pictures to be found there incltide 
subjects likely to suggest to young minds that which 
is best in art. One of these pictures was presented by 
the Fifteen Club, of which Mrs. Henderson was leader 
up to the time of her death ; another was presented by 
the citizens of Joliet. Following the suggestion of Mrs. 
Henderson, the reading-rooms of the library are opened 
Sunday afternoons for the benefit^ of workingmen, and 
that this privilege has been appreciated is shown by the 
large numbers that have taken advantage of it. 

Mrs. Henderson was born August 9, 1848, in New 
Jersev, daughter of Frances G. and John Alpine. In 
1858 the family moved to Milwaukee, and thence to 
Joliet. i\Irs. Henderson possessed a splendid educa- 
tion, and to the day of her demise was a constant stu- 
dent and reader. Over a quarter of a century ago she 
was married to James E. Henderson, who, with her 
brother, John C. Alpine, survive her. For over forty 
years Mrs. Henderson served as an educator and as 
librarian. She began her career in 1865 in the city 
schools of Joliet. After a few years she was made 
principal of the high school and then was general in- 
spector of schools. In 1S98 she became superintendent 
of schools, retaining this position up to 1900, when she 
was elected public librarian. She was the first lady 
superintendent of schools in JoHet and the first woman 
ever elected a member of the Joliet Board of Education. 
While a member of the school board she was of great 
assistance to the teachers, and was acknowledged one 
of the most prominent members of that board. For the 
superintendency of schools there were over five hun- 
dred applicants, and Mrs. Henderson, who had not 
applied for the position, was elected. 

We quote from the eulogy given this admirable woman 
by l^Irs. Ella Hubbard, who represented the Joliet Pub- 
lic Schools Art Society at the Kate Alpine Henderson 
jNIemorial, held in honor of the deceased in the Hender- 
son School building : 

" Mrs. Henderson's love of the beautiful in art and lit- 
erature and her realization of its value in the education 
of children was intensive. Her great desire as superin- 
tendent of schools, member of the Public School Art 
Society, and librarian, was to help them to an apprecia- 
tion and understanding of their refining influences. She 
knew the value of human achievement during the forma- 
tive period of youth, what hero worshipers they are, and 
how they love to hear of men and women who have 
wrought nobly, suffered gloriously and lived greatly." 




Mrs. K.\te A. Henderson 



Frank B. Hines, A.M. 

MR. HINES is known as a capable and most effi- 
cient educator. He is a teacher of mature and 
successful experience. Education coupled with 
the Christian ministry has been his life-work. His 
remarkable executive ability, together with his patient 
yet keen and earnest devotion to his work has brought 
him success even in instances where the odds were all 
against him ; he knows no defeat. 

Mr. Hines was born INIarch 22, 1859, on a farm near 
Bowling Green, Kentucky, son of Vincent K. and Anna 
'SL (Stone) Hines, both natives of Warren County, 
Kentucky, and both deceased, the former having died 
Februarj' 3, 1901, the latter, June 16, 1901. Com- 
pleting the common schools, he then attended the 
Academy of Drury College, Springfield, Missouri, later 
the college, from which he was graduated in 
1885 with the degree of Bachelor of Arts. He 
took a three years' course of study at the Theological 
Seminary, Andover, Massachusetts, graduating there- 
from June, 1888. In 1890 through post-graduate work 
he received the degree of Master of Arts from Drury 
College. In December, 1888, he became pastor of the 
Congregational Church of Carthage, Missouri, remain- 
ing there till December, 1891. From January, 1892, to 
Tulv. 1894, he served as pastor of the Congregational 
Church of iNIetropolis, Illinois. In August, 1894,^ he be- 
came president of the Southern Collegiate Institute at 
Albion, Illinois, and also pastor of the Congregational 
Church there. He has continuously been the president 
of the Southern Collegiate Institute at Albion for eight- 
een vears, while also serving as pastor of the Congrega- 
tional Church through four separate and successful 
pastorates, being elected four different times as pastor 
of this same church — a distinction and honor that 
comes to few men onh'. 

When Mr. Hines came to Albion, the Southern Col- 
legiate Institute had a debt of $7,000, a mortgage of 
$5,000 on its building, and only a few students. The 



618 



church had forty-three members, small Sunday-school 
and no church building. He taught three classes each 
school-day ; preached twice each Sunday ; taught a 
Sunday-school class ; besides managing the finances of 
the institute. In less than four years the church had 
one hundred and twenty-six members, a large Sunday- 
school, and a fine church building valued at $12,000. 
The Southern Collegiate Institute had paid the old 
debts ; greatly increased its attendance ; become a 
junior college ; raised $50,000 endowment and is now 
erecting a $20,000 building. The work done takes high 
rank, inany of her students and graduates have become 
leading factors in the best life in the communities in 
which the}' live. 

In addition to his deep and vital interest in Christian 
education, Mr. Hines is an admirer of live stock and a 
close student of horticulture and agriculture. 

June 22, 1888, Mr. Hines married Miss Laura Saun- 
derson, of Boston, Alassachusetts, who deceased Febru- 
ary 26, 1894. To this marriage were born two daugh- 
ters, Marion and Laura, and one son, William. The 
son died in October, l8g6. The elder daughter is now 
a junior in Smith College, Northampton, JNIassachusetts, 
and the younger is a junior in the Southern Collegiate 
Institute. 

December 30, 1897, he married Miss Anginette Hem- 
ingway, of Oak Park, Illinois. They have five children, 
Margarette, Frank B., Jr., Anginette, Adelaide and 
Hemingway. 

Mr. Hines believes in college education. He himself 
is a college graduate. He married college graduates. 
His two daughters. Miss Marion and Miss Laura, are 
completing college courses. The other five younger 
children are being carefully guarded and directed in 
their preparation for college life. His purpose is to 
give every one of his children a college education, for 
he believes that a true college education is the greatest 
inheritance that can be left a child. In his public ad- 
dresses and personal teaching he steadfastly emphasizes 
the value of a college education. 





Dudley Gr.\nt Hays. 



Frank B. Hines, A.M. 

Dudley Grant Hays 

THIS gentleman is an educator and author of 
extended experience, and is widely known in scho- 
lastic circles. Among the most noteworthy of his 
literary productions are : " Experimental Laboratory 
Methods in Physics for High Schools," " Nature Study 
Suggestions," " The Atmosphere," and the " Experimen- 
tal Study of Heat." 

Mr. Hays was born July 16, 1861, in Benton Harbor, 
Michigan, son of Asahel and Delilah Hays, the former 
an American by birth and still living, the latter a Cana- 
dian, whose demise occurred at Benton Harbor in 1864. 
He grew up on a farm, first attended country schools, 
subsequently studying in the public schools at Creston, 
Illinois, and the State Normal University, from both 
of which he graduated. He also took law courses in the 
Kent College of Law and the Illinois College of Law, 
graduating from the former in 1901, with the degree of 
LL.B., from the latter in 1902, with the degree of LL.M. 
He took special science courses at the University of 
Chicago for several years. 

A farmer's son by birth, and having spent his early 
3'ears in rural occupations, he has a natural bent toward 
nature study in all of its phases, and has done much in 
institute lecturing along this line of public school en- 
deavor. 

i\Ir. Hays began his career as a teacher in the country 
schools of northern Illinois. Following two years of 
such work came his election to the position of principal 
of the public schools of Malta, Illinois. After serving in 
that capacity for three years, he entered the Illinois 
State Normal University,- from which he graduated, 
and in which he was assistant instructor of science for 
three years. The above service was followed by his 
accepting the position of physics instructor of the Engle- 
wood High School, of Chicago, and where he taught 
for five years. Then for four years he was instructor 
of nature study in the Chicago Normal School with 
Colonel Parker. Leaving the latter position, he became 



619 



the principal, successively, of the Arnold, Kershaw and 
Eugene Field schools, of Chicago. 

Having rounded out twenty years of teaching in the 
Chicago public schools, Mr. Hays took a leave of absence 
and entered the services of the National Soil Fertility 
League, as vice-president,, and where an educational 
field of unlimited opportunity confronted him. 

The early training on the farm, the country school, 
village school, high school and normal university teach- 
ing: experience, coupled with his general, scientific and 
legal education and his experience as an institute 
speaker, all find a fitting outlet for public service in a 
most worthy cause — the awakening of the public to 
the necessity of a national movement to bring about a 
higher standard of agriculture, in order that the nation's 
food supply may be adequate in all coming time. 

Mr. Hays is a member of the National Education 
Association, American Academy of Social and Political 
Science, Masonic Order, Knights Templar, A. A. O. 
N. M. S., Royal League and the Congregational Church, 
and he has held various offices in all of the many organi- 
zations with which he has been associated. Li 1891 he 
was married to Miss Emma Adams, and they have had 
three children, all now deceased. 

Homer Marion Hinkle 

MR. HINKLE is a native lUinoisan, as was his 
father, Hiram Hinkle, and also his mother, 
Mary P. Hinkle. He was born August 6, 1885, 
in Union Count}-, near Dongola, and began his educa- 
tion in the rural school. The Meisenheimer, after which 
he attended the Dongola High School one year, thence 
went to the Normal School, at Carbondale, where he 
studied for a year and a term and taught three years, 
and then entered Ewing College, where he stayed two 
years, and was graduated from the Normal Department 
in 1909. From there he went to the University of Illi- 
nois, remaining two summer terms. 

He taught in the Hoffner School, Pulaski County, 
six months in 1904-5 ; at the Swan Pond School, Union 





James Franklin Hickman. 



Homer Marion Hinkle. 

County, six months in 1905-6 ; at the Karraker School, 
in Union County, six months in 1906-7 ; and then took 
his present place as principal of the McLeansboro High 
School, in Hamilton County, where he has been since 
1909, with forty-six pupils under his charge. 

Mr. Hinkle has made a special study of the natural 
sciences, and is a thoroughly self-made man, having 
secured his education by great sacrifices and heroic 
struggles. He is a member of the Baptist Church, and 
belongs to the Modern Woodmen of America. 

James Franklin Hickman 

JA^IES FRANKLIN HICK:\IAN was born in Carri- 
gan Township, in his present home county, January 
17, 1881, of good old Virginia and Ohio stock; his 
father, Z. W. Hickman, being a native of West Vir- 
ginia, and his mother, Mary W. Doty, having been 
born in Ohio. His father is still living, but his mother 
died at her old home in Marion County, September I, 

1894. 

The young man's education began in rural schools of 
Marion County, whence he went to the high school in 
the same county, at Salem, which he attended one year, 
when he was a pupil at the State Normal School, fin- 
ishing his studies at the Southern Illinois Normal LTni- 
versit}', at Carbondale, from which he was graduated, 
June 9, 1910. 

He taught three years in rural schools before this 
graduation ; was principal one year at Alma, Illinois ; 
was three years superintendent of the village school of 
Odin, Illinois ; was then elected principal of the Salem 
high school, but while acting as such was elected to the 
position of county superintendent of schools of Marion 
County, November 8, 1910, which office he is now holding. 

Mr. Hickman is a member of the Illinois State Teach- 
ers' Association, the Illinois State Teachers' Reading 
Circle and the Southern Illinois Teachers' Association; 
is an Ancient Free and Accepted Mason and a Modern 
Woodman of America, and is also a member of the 
Baptist Church. 



620 



Thomas C. Hill 

THIS gentleman has been acrively engaged in the 
public-school service for many years, and is well 
known for his competent methods and the thor- 
oughness of his work. He is a native of the Prairie 
State, having been born at Tolono, Illinois, September 
30, 1859, son of Walter Forrest Hill and Rebecca Ann 
(Miller) Hill. His father was born in Wells, Maine, 
and died in Tolono in November, 1887, while his mother, 
a native of Lebanon, Ohio, deceased in Chicago in 1900. 
His parents were both teachers in Kentucky previous to 
removal to Illinois. The father was a graduate of 
Andover Academy and Williams College; he left 
Maine for Kentucky about 1839. 

Mr. Hill was educated in common and high schools 
of Tolono, Illinois, and the University of Illinois, grad- 
uating from the latter in 1881 with the degree of 
Bachelor of Arts. He first began teaching in a country 
school near Champaign, Illinois, and subsequently taught 
in the Carroll College Academy, Waukesha, Wisconsin, 
and Wyman Institute. He is now principal of the 
Curtis School, One Hundred and Fourteenth place. One 
Hundred and Fifty-fifth and State streets, Chicago, 
where he has supervision of two schools, forty-five 
teachers and about sixteen hundred and fifty pupils. 
He is indefatigable in his attention to details, preserves 
admirable discipline, and enjoys the confidence and 
esteem of all his colleagues. 

Mr. Hill is a member of the National Education 
Association, the Illinois State Teachers' Association, 
the Order of Maccabees and the Methodist Episcopal 
Church. On July 25, 1888, he was married to Miss Ina 
Mabel Miller, and they have five children — Harold C, 
Margaret D., Marion, Lawrence E. and Donald M. 
His eldest son, Harold, has taken a medical course in 
the University of Chicago, and his daughter, iMargaret, 
is a student in the Universitj' of Illinois. 




Thomas C. Hill. 




George Hermetet 



George Hermetet. 



FOR more than twelve years the above-named gen- 
tleman has been engaged in the public school serv- 
ice of this State, and his ability and natural 
adaptability to his profession have earned for him 
steady promotion. 

Mr. Hermetet was born near Rushville, Schuyler 
County, Illinois, September 6, 1876, son of James F. 
and Mary E. Hermetet, both natives of this State, and 
now living here. His education was secured in coun- 
try schools in Schuyler County and the Rushville Nor- 
mal and Business College, and he graduated from the 
latter in 1896. As a teacher, he first served for five 
years in the country schools of Schuyler County, then 
"for five years was principal of the public school at 
Pleasant View, Illinois, succeeding which he was prin- 
cipal at Camden. Illinois, for a year, and principal of 
the Normal Department of the Rushville Normal and 
Business College for the same length of time. He 
then was elected to his present position of county 
superintendent of the schools of Schuyler County, 
where he has under his jurisdiction 127 teachers and 
several thousand pupils, with all of whom he holds the 
pleasantest relation. 

Mr. Hermetet was president of the Schuyler County 
Teachers' Association in 1906 and vice-president of the 
village principals' section of the Illinois State Teach- 
ers' Association in 1908. He is a member of the Illinois 
State Teachers' Association, the Illinois State Teach- 
ers' Reading Circle, the Military Tract Teachers' 
x\ssociation, the Order of Odd Fellows, Modern Wood- 
men of America, Knights of Pythias, of which order 
he is past chancellor, and the Methodist Episcopal 
Church. On October 20, 1900, he was married to Miss 
May Hawkins, and they have had two daughters, Mar- 
garet Ellen (deceased), and Grace, now living in her 
seventh vear. 



621 



Frank L. Hoehn 

MR. HOEHN is a thoroughly self-made and largely 
a self-educated man, with the practical nature 
and gifts naturally inherent in the one of Ger- 
man descent ; his father, Frederick Hoehn, and his 
mother, Amelia Gottschall, both being natives of Sax- 
Gotha, Germany, the former still living, the latter having 
died in Carlinville, Illinois, September 21, 1893. 

Mr. Hoehn began his education in a district country 
school of Macoupin County, Illinois, and afterward 
attended Blackburn College of Carlinville, Illinois. 

He began his life-work of teaching in a district coun- 
try school, where he taught seven years ; then was 
principal of Gillespie (111.) school for nine years; was 
superintendent of Mount Olive schools, Illinois, four 
years ; filled out a vacancy at Staunton High School 
part of a year, and taught one term in a district school 
of Madison County, Illinois. He is at present superin- 
tendent of schools at Mount Olive, with fourteen teach- 
ers and si.x hundred and twenty pupils under his charge. 

He has taught twenty-three years, and during his 
summer vacations has either attended summer schools 
or worked on a farm. He has made no special branch 
of study, but inclines to the natural sciences. 

He belongs to the Illinois State Teachers' Association 
and the Illinois State Teachers' Reading Circle, and is 
a member of the Knights of Pythias. 

He married Miss Hettie Clark, April 12, i888, by 
whom he has had ten children, eight living : Roy, 
Ralph, Roland, Raymond, Russell, Randall, Ora and 
Mildred, 

Horace N. Herrick 

HORACE N. HERRICK has been engaged in 
school-work for the past thirty years, all of 
the time in Illinois, and is favorably known in 
educational circles. He was born in Lewis County, 
Kentucky, in 1862, and is the son of George W. and 
Josephine Herrick. 

George W. Herrick, a native of Woodbury, Vermont, 





Horace N. Herrick. 



Frank L. Hoehn. 

studied in an academy at Brookline, Massachusetts, 
and at Geauga Seminary, now Hiram College, Hiram, 
Ohio, where he was a schoolmate of James A. Gar- 
field. He taught school in Kentucky and was principal 
of the village school at Manchester, Ohio. On account 
of ill health he took his family to DeWitt County, Illi- 
nois, in 1865, where he farmed in the summer and 
taught country school in the winter, until his death in 
1877. Josephine Herrick is still living, and resides with 
her son in Chicago. 

In his boyhood Horace N. Herrick worked on a 
farm during the summer and attended country school 
in winter. In 1881 he entered Eureka College, Eureka, 
Illinois, from which school he graduated in 1886 with 
the degree of A.B., and in 1890 received the degree of 
.\.M. In 1888 he entered the sophomore class at 
Harvard University, and graduated in the class of 
1890 with the degree of A.B. He also took a course 
in Latin in the University of Chicago, and possesses 
a thorough general education. 

In 1880 he taught country school in D.eWitt County, 
Illinois ; was principal of the West Side School, 
Minonk, Illinois, 1882-83 ; was instructor in mathe- 
matics in Eureka College from 1886 to 1888, and was 
professor of Latin and Greek in the same college from 
1890 to 1897. From 1897 to 1909 he was instructor in 
Greek, Latin and mathematics in Waller High School, 
Chicago, and since 1909 he has been principal of the 
Drummond School, Clybourn place and North Lin- 
coln street, Chicago. There he has a staff of twenty- 
two teachers and an enrolment of 980 pupils. He 
believes in hard work, maintains strict discipline, is 
alert for the improvement of his school, and does not 
lose interest in his pupils after they have left school. 

Mr, Herrick is a member of the National Education 
Association, Odd Fellows, Modern Woodmen and the 
Church of the Disciples, He is a forceful writer, and 
has contributed articles to college and weekly papers. 
In 1890, at Eureka, Illinois, he was married to Miss 
Mary A, Musick, and to them have been born five 
children, four of whom are still living. 



622 



Henry William Huttman 

AMONG the leading spirits who have been promi- 
nent in promoting the cause of education in Chi- 
cago is Henry WilHam Huttman, member of the 
Chicago Board of Education, and well known in legal 
and literary circles. He has for years been identified 
with progressive movements in civic life. 

Mr. Huttman is a native of Milwaukee, Wisconsin, 
where he was born May 23, 1872. His parents. Colonel 
William E. Huttman, and Cecelia A. Huttman, natives 
of Germany, are both deceased, the former having died 
February 28, 1900, the latter November 15, 191 1. His 
admirable education was obtained through studies in the 
district school in Barton County, Kansas ; under private 
tutors ; the elementary and high schools of Wichita, 
Kansas ; Fairmont College, and in special work at the 
University of Chicago. His lirst literary work was done 
when a reporter of the Wichita (Kansas) Eagle, and 
subsequently he became city editor of that publication. 
Later he served as secretary of the Kansas State Senate 
and also in the United States Revenue Service, in Kan- 
sas and Oklahoma. After finishing a course of studies 
in law he, in 1897, was admitted to the Supreme and 
Federal courts. He has made a speciad study of cor- 
poration law, and is considered an expert on this sub- 
ject. He is now a member of the well-known firm of 
Huttman, Butters & Carr, Chicago, which has figured in 
many noteworthy cases of litigation. He was elected a 
member of the Chicago Board of Education, 191 1, and 
has performed excellent service as a member of Build- 
ings and Ground Committee, Text-book Committee and 
Vocational School Subcommittee. 

Mr. Huttman is prominent in fraternal and social 
organizations, being a member of Lessing Lodge, No. 
557, A. F. & A. M. ; the 32d degree of Wichita Con- 
sistory ; Medina Temple Shrine ; the Germania Club, 
of Chicago ; and several other clubs and social and 
charitable organizations. He was married, October 20, 
1898, to Miss Clara A. Gehring, of Ottawa, Illinois, and 
they have three children — Cecelia, Dorothy and Gret- 
chen. 





William Ale.xander Hough. 



Henry William Huttman. 

William Alexander Hough 

THE wide experience of Mr. Hough previous to his 
election to the superintendency of the schools of 
St. Clair county enables him to discharge the duties 
of that office in a very able manner. 

Mr. Hough was born March 16, 1857, in Mascoutah, 
Illinois, son of William and Sarah Hough, both of 
whom are deceased, the former having died in 1857, 
the latter in 1870. The son received his elementary 
education in the public schools of Mascoutah, later 
matriculating at McKendree College and at Washington 
University. From McKendree he received the degree 
of B.S. His work as an instructor began in the New 
Memphis village schools, where he remained six years 
as principal ; five years were spent in the rural schools 
of St. Clair County; two years as an instructor in the 
Mascoutah schools,, and two years as superintendent; 
and for nineteen years he was instructor in science and 
mathematics in the Belleville high school, and upon 
relinquishing this position he took up the duties of 
county superintendent of schools of St. Clair County, in 
which incumbency he has charge of 167 schools and 530 
teachers. 

Mr. Hough is a member of the Illinois State Teachers' 
Association, the Illinois State Teachers' Reading Circle, 
the Southern Illinois Teachers' Association, and the 
National Education Association. He is also actively 
identified with the Masonic fraternity and the Order of 
the Eastern Star, the Elks and the Modern Woodmen, 
and is a member of the Methodist Church. In 1878 he 
was married to Miss Dixie Fyke, and three children 
have been born to them, the two surviving being 
Estella D. Hough and Charles R. Hough. 

Mr. Hough has made special study of the sciences 
and literature, and has devoted years of study in meth- 
ods of teaching and school management, and for the 
past twenty years has been recognized as a special in- 
structor of training classes, for those preparing to teach, 
and those desiring greater efficiency in schoolroom 
work. 



623 



John Arleigh Hayes 

MR. HAYES may be termed a " born pedagogue,'' 
all his inclinations and abilities having been exer- 
cised in this profession. He has made a spe- 
cialty of teaching biological science, but has also inade 
a deep study of school administration and the best 
methods of school government. In 1910 he was elected 
county superintendent of schools of Peoria County, 
Illinois, and was the only Democrat elected. 

Mr. Haj'es is a native of this State, having been born 
January 19, 1877, in Jubilee Township, Peoria County, 
son of Charles and Elizabeth (Hindle) Hayes, the 
former a native of England, the latter of Illinois, and 
both still living. He was educated in District School 
No. 46. Peoria County ; the Brimfield High School, 
from which he graduated in 1S93; the Western Normal 
College, from which he graduated in the class of 1896; 
the Illinois State Normal University ; Harvard Univer- 
sity and the University of Chicago. He began profes- 
sional work as a teacher in the school at Bramble. Illi- 
nois, where he remained one and a half years. Thence 
he went to District School No. 10, Maple Grove, for 
three years, and following this was principal of the 
schools at Monica five years ; principal of Loucks 
School, Peoria, three years ; supermtendent of schools 
at East Peoria, one and a half years, and since 1910 has 
been county superintendent of schools of Peoria County. 
Under his jurisdiction are 170 schools, 16,509 pupils and 
540 teachers. 

Mr. Hayes is a member of the National Education 
Association, the Illinois State Teachers' Association, the 
Illinois State Teachers' Reading Circle, the Central Illi- 
nois Principals' Reading Circle, the Illinois Schoolmas- 
ters' Club, the Illinois County Superintendents' Associa- 
tion, the Illinois Historical Association, the Masonic 
Order. Modern Woodmen of America, Odd Fellows, 
Knights of Pythias, Y. M. C. A. and the Methodist 
Episcopal Church. He was married in 1905 to Miss 
Cora Viola Buck, of Princeville, Illinois, and they have 
one child, Gertrude Elizabeth. 




John Arleigh Hayes. 




John Benjamin Huddle. 



John Benjamin Huddle 

THE Huddle family came from Ohio to Illinois — 
Benjamin and Rachel Huddle — and settled on a 
farm near Omega, Marion County, where the sub- 
ject of this sketch was born September 8, 1868, and 
where they both are still living — the former at the age ■ 
of eighty-one, and the latter at seventy-seven. The 
j'oung man was educated in the public schools of luka, 
Illinois. 

Judge Huddle, for he is entitled to that distinction, 
he having been for sixteen years Judge of the Police 
Court of Caseyville, Illinois, began teaching in the 
Bunkum School, a countr}' institution, where he re- 
mained four j-ears ; his next position was in the Casey- 
ville public schools, where he was principal for eight 
years ; he then became superintendent of the Alta Sita 
public schools, and. after four years of service, this 
district was consolidated with the East St. Louis dis- 
trict, and he served one year as principal ; he then 
went to the Washington and Irving schools, in East 
St. Louis, where he has been employed for two years 
as principal, with two schools, eighteen teachers and 
815 pupils in his charge. 

Judge Huddle is a member of the Illinois State 
Teachers' Association, the Southern Illinois Teachers' 
Association and the local teachers' organizations, and 
belongs to the Odd Fellows, the Knights of Pythias, 
the Red Men, the Modern Woodmen of America and 
the Elks. 

Miss Annie M. Schmidt became his wife October 6, 
1891, and they have had five children, four of whom 
survive, Elmer, Rachel, Willie and Grace. The other 
child, Tolliver, died June 15, 1910, at the age of four- 
teen. 



624 



Katharine Hamilton 

IX the uplift and promotion of the public school serv- 
ice, valuable work has been performed by this 
woman. She is an enthusiast in the exercise of 
her professional duties, and possesses administrative 
ability of a markedly high degree. One of her accom- 
plishments was in the organization of the first Mothers' 
Club, Decatur, Illinois. In this department the chil- 
dren have profited by landscape gardening, medical 
exammation, play apparatus, pictures, etc. Much good 
has been done by this movement, which is now a perma- 
nent, highly valued factor of the public school system. 

Katharine Hamilton was born in Harristown, Illinois. 
Her father, Captain Richard M. Hamilton, a native of 
Kentucky, died in Harristown, July 27, 1902, while her 
mother, Mary Eleanor Hamilton, native of Illinois, is 
still living. She was educated in the public schools of 
Macon County, Illinois, Eureka College, took work in 
a Summer Session at Harvard College and Summer Ses- 
sions at Columbia University. At the latter she com- 
pleted her residence work for a Master's degree in 
191 1. She graduated from Eureka College with the 
degree of Bachelor of Science. At Columbia her major 
work was in education, with minors in sociology and 
psychology. 

Miss Hamilton first taught for a year in Menominee, 
Michigan, and for a number of years has been princi- 
pal at Decatur, where she has supervision of twelve 
teachers and 537 pupils. She is a member of the Illinois 
State Teachers' Association, the Central Illinois Teach- 
ers' Association and Eastern Illinois Teachers' Associa- 
tion. Her residence is 333 West N street, Decatur. 



Nannie M. Hines 

^ OR thirty-six years the above named lady was a 
valued teacher in the public schools of Illinois, and 
during that period her services resulted in an in- 

She 





Nannie M. Hines. 



Katharine Hamilton. 



is an instructor of the progressive school, not given to 
fads or experiments, but ever keeping fully informed 
and abreast of all advancements made in educational 
affairs. 

Miss Nannie M. Hines was born in central Pennsyl- 
vania, daughter of M. P. and Lucetta (Shields) Hines. 
Early in life she decided on a pedagogical life. Moving 
westward, her education was secured in the public 
schools of Iowa, and included a high school graduation. 
Her first experience as a teacher was in a country 
school, and in 1873 her services were secured by the 
school authorities of Evanston, a most fortunate occa- 
sion for that community, as events have proved. Hav- 
ing fully demonstrated her worth and merits, Miss 
Hines was appointed, in 1S80, principal of the Hinman 
Avenue school and held that position up to the spring 
of 191 1, when she retired to private life. On this occa- 
sion the event was harmoniously marked by a reception 
given in her honor in the assembly room of the Hinman 
school, by its graduates and alumni. More than fifteen 
hundred guests were present, including men of Harvard 
and Yale and women from Wellesley and Vassar. An 
engrossed copy of resolutions passed by the Board of 
Education was presented Miss Hines. Among other 
things it said : " In every position she has occupied 
Miss Hines has shown herself capable, conscientious 
and successful, and has held, to an unusual degree, the 
confidence of the board of education, and of the patrons 
of our schools." 

More than one thousand pupils have received per- 
sonal instructions from her, and many more have been 
indirectly helped by her influence. A lady of refinement 
and high ideals, of cheerful disposition and great energy, 
a superior teacher, and always deeply interested in 
everything which concerned her pupils, she has im- 
pressed herself upon their lives, and has helped to de- 
velop and elevate their characters. 

Miss Hines was a member of the Illinois State Teach- 
ers' Association. It is her intention to devote several 
years to foreign travel. 



40 



625 



Minna S. Heuermann 

MISS HEUER}iIANX has been engaged in the 
pubHc school service for upward of twenty-five 
years and is the holder of Cook County, Ele- 
mentary, German (in Chicago), Primary Principal and 
Grammar School Principal certificates. She is thor- 
oughh- skilled in the care and education of children and 
to her devotion to their interests and welfare many owe 
their success in life. 

Miss Heuermann is a native of Galesburg, Illinois, 
her parents being Henry W. and Dorothea (Sabransky) 
Heuermann, who were born in Germany and are now 
deceased, the former having died October 5, 1909, the 
latter on February 22, 1S72. She was educated in Mrs. 
Rein's Select School for Girls ; the Newberry School, 
graduating therefrom in 1S77 ; the North Division High 
School, Chicago, with graduation in 1879 ; the Central 
High School, and the University of Chicago. In her 
professional capacity she served as teacher in the Frank- 
lin, Ogden and Headley Schools, seven years, and as 
principal in the Dearborn School, one \'ear ; the Kinzie 
School, five years ; Humboldt School, two years ; 
and for the past thirteen years has been principal of the 
Winfield Scott Schley School, Chicago. In this position 
she has supervision over thirty teachers and fourteen 
hundred pupils, and holds the most cordial relations 
with all under her jurisdiction. She has made a special 
study of literature. 

Miss Heuermann is a member of the National Edu- 
cation Association, the Illinois State Teachers' Associa- 
tion, the Chicago Principals' Club, Ella F. Young Club, 
the Chicago Academy of Sciences, and the Presbyterian 
Church of the Covenant. Her residence is at 2031 Fre- 
mont street, Chicago. 



T 



Mary Susan Leonard Hartigan 

HIS lady is one of Chicago's best equipped and 
most efficient instructors, her active experience as 
a practical teacher extending over many j-ears. 





M.-\RY Susan Leonard Hartigan. 



Minna S. Heuermann. 



and she is well known in educational circles as a stu- 
dent and scholar. 

Miss Hartigan was born in New York city, her father 
being Thomas O. T. Hartigan, native of County Lim- 
erick, Ireland, and a well-known member of the New 
York and Chicago bar; her mother, Anne (Leonard) 
Hartigan, native of Fermanagh, Ireland. The former 
deceased in Chicago, April 23, 1903 ; the latter, on 
March 20, 1884. Miss Hartigan is a sister of Major 
Thomas L. Hartigan, the well-known soldier and 
lawyer. 

Miss Hartigan's education, one of the most thorough, 
began at a very early age. Up to her tenth year she 
was given instruction at home under the guidance of 
her mother, a lady of excellent gifts, who had herself 
been a teacher. She then attended Avery School, in 
Dedham, JNIassachusetts, for two years and six months, 
graduating in June, 1871. Next came attendance at 
the Dedham High School, and graduation therefrom 
in June, 1874. Coming west, ]Miss Hartigan entered 
the Chicago Normal School, and graduated in Decem- 
ber, 1876. A few years ago she undertook the study 
of medicine, and graduated July I, 1905, from Harvey 
Medical College with the degree of M.D. As a teacher, 
all of her services have been given to Chicago schools, 
including the Washington, in which she taught from 
September, 1878, to February, 1891 ; the Brenan, Feb- 
ruary, 1893, to October, 1893 ; principal of the Hoerner 
School, October, 1893, to June, 1902 ; principal. Har- 
vard School, Harvard Avenue, between Seventy-fifth 
and Seventy-sixth streets, June, 1902, to the present 
time. She has eleven teachers as assistants, and the 
pupils in attendance number over five hundred. 

Miss Hartigan is a member of the National Educa- 
tion Association, the Chicago Principals' Association, 
Principals' Club, District No. 5 ; Ella Flagg Young 
Club and a number of social organizations. She is an 
adherent of the Roman Catholic faith, and universally 
esteemed both in professional and private life. She 
resides at 6758 Wentworth Avenue. 



626 



William R. Hornbaker 

EDUCATION has been the magic word, the " open 
sesame " to the wonderful progress that has de- 
veloped in the Prairie State, and our public school 
sj'stem, as so lavishly supported and intelligently directed 
in Illinois, is at once the pride and bulwark of our free 
and patriotic sons and daughters. The public school 
has been advanced to the highest acme of effective 
excellence in this commonwealth, and this State is a 
recognized leader and power of the world. 

The schools of Chicago are particularly meritorious, 
and one of the best is the Smyth School, West 
Thirteenth street and Blue Island avenue, William R. 
Hornbaker, principal. This gentleman was born in 
Crawfordsville, Indiana, jMarch 8, 1870, son of Albert 
Thomas and Susan (Price) Hornbaker, both natives 
of Indiana. He was educated in country schools, the 
preparatory school of Wabash College and Depauw 
University, graduating from the latter in 1890 with the 
degree of A.B. He is a post-graduate student of the 
Universit}' of Chicago. Mr. Hornbaker began his pro- 
fessional career in 1892 as an instructor of science in 
the Lake High School, continuing in that capacity up 
to 1900, when he became principal of the Taylor School, 
Chicago, in 1901 of the Goldsmith School, and in 1907 
of the Smyth School, where he has a staff of thirty- 
two teachers and an enrolment of about fifteen hundred 
pupils. He was married to Miss Mary D. Rogers, and 
they have one son, Albert Rogers Hornbaker. 



Mrs. Fanny Posey Hacker 

THE name of Fanny P. Hacker is well known 
throughout the educational world. She has been 
identified with public school work for more than 
a third of a century, though not in the role of a teacher. 
Since 1872 she has written upon and generalized nearly 





Mrs. Fanny Posey H.\cker. 



WiLLi.^M R. Hornb.\ker. 



all subjects bearing upon club and newspaper work. 
The limit of this work prevents giving the prominence 
due this lady. She was born February 25, 1855, in Hen- 
derson County, Kentucky, daughter of Fayette W. and 
Hannah (Sublette) Posey, both natives of that county 
and both now deceased. She was educated in the coun- 
try schools of Henderson County, the high school at 
Henderson, from which she was graduated in 1872, and 
the preparatory academy at Evansville, Indiana. Her 
present position is that of county superintendent of 
schools at Cairo, Alexander County, Illinois, where she 
has supervision over 119 teachers and many pupils. 

Mrs Hacker comes from good old Revolutionary 
stock. Her paternal great-grandfather was General 
Thomas Posey, the first territorial governor of Loui- 
siana (1812), and later governor of Indiana and lieu- 
tenant-governor of Kentucky. He was one of George 
Washington's aides, and is accredited the leading hero 
in the engagement at Stony Point. On her mother's 
side was Judge Towles, a learned jurist and one of the 
most prominent men of Henderson County, Kentucky. 
In the same county, her aunt, Mary Sublette, was noted 
as being the best-educated woman in that count}'. The 
families of Posey, Towles and Sublette were all orig- 
inally Virginians. General Thomas Posey was a promi- 
nent figure in early American history, and wonderful 
stories are recorded of him. His exploits gained wide- 
spread publicity, and from time to time have been told 
in public prints. Undoubtedly it is from him that IMrs. 
Hacker inherits her marvelously fearless disposition. 
General Posey's sons, though daring adventurers, were 
well-educated men and successful in business life. 

On March 19, 1877. Fanny Posey was married to John 
S. Hacker, and they have had seven children. Of these, 
six are living, namely : Loulou, Daisy, Hannah, Nick, 
Alice and Dimple. Mrs. Hacker is a member of the 
Cairo Woman's Club and Library Association, of Cairo, 
and Wickliffe, Kentucky, and has well earned the great 
esteem in which she is held. 



627 



Warren L. Hagan 

AMONG the earnest workers in the educational field 
in Illinois is Warren L. Hagan, who has won an 
excellent reputation in pedagogical circles and is 
popularly known to the public. Sir. Hagan was born 
February 15, 18S3, in Shelby County, Illinois, son of 
J. H. and Mary C. Hagan, the former a native of Vir- 
ginia, the latter of Ohio. He was educated in a coun- 
try school in Windsor Township, Shelby County, Illinois, 
and the Eastern Illinois Normal School, at Charleston, 
Illinois, from which he was graduated in 1907 and later 
performed post-graduate work there. During the years 
that he attended this institution, he taught, successively, 
in the country schools of Walker, Ash Grove and Elm- 
flat. After graduation he taught for three years in the 
city schools of Grayville, Illinois, and through his 
efforts the North and South Side schools were united, 
and on concluding his services there he went to Griggs- 
ville, Illinois, where, for over a year, he has been super- 
intendent of schools. Here his work has been marked 
by placing the grades from the sixth to the eighth on 
the departmental plan. He has supervision of two 
schools, ten teachers and 285 pupils. He has made a 
special study of the science of physics, and has made 
a decided success in elucidating its problems. 

Mr. Hagan is a member of the Southern Illinois 
Teachers' Association and the Independent Order of 
Odd Fellows. On December 24, 1908, has was married 
to Miss Mabel Bruner, and both are estimably known 
in the community in which thev reside. 



Henry D. Hatch 



THIS gentleman has been in public educational serv- 
ice as teacher and school principal for upward of 
thirty years, and has won distinguished success in 
that capacity, . 

Henry Douglas Hatch was born in Joliet, Illinois, 
March 10, 1858, son of N. Warner and Cordenia 
(Wooley) Hatch. His education, a very comprehensive 





Warren L. H.^gan. 



one, has 
schools ; 



Henry D. Hatch, 



included studies and courses in the public 
the Fo.n; River Union Academy, Plainfield, 
Illinois ; the University of Illinois ; Illinois Normal Uni- 
versity ; Cook County Normal School ; the University 
of Michigan ; University of Chicago and the Chicago 
College of Law. He was graduated from the first class 
of the latter in 18S9. 

Mr. Hatch's early experience as a teacher and princi- 
pal was in Oswego, Illinois ; Yorkville, Illinois ; Trem- 
pealeau, Wisconsin, and Moline, Illinois. In 1886 he 
became a Chicago public school principal, and has since 
been an active factor in the school system of that city, 
solving many diverse problems of school administra- 
tion until he attained his present responsible position 
of principal of the J. N. Thorp School. He has a staff 
of compefent assistants, a well-sustained school member- 
ship in the heart of the steel-mill district of South 
Chicago, and his influence for good in his chosen voca- 
tion is constantly expanding. Deeply interested as he 
has been in overcoming the traditional isolation of the 
school from the essential life of pupils, Mr. Hatch has 
recently found special pleasure in opportunities aft'orded 
him at the J. N. Thorp School (among relatively few 
in the city) for conducting successful experiments in 
public library cooperation and in the use of the public 
schools as social centers for the people of their vicinity 
who have left school either as graduates or otherwise. 

As a continuing student of the problems of sociology 
and economics involved in the educative process, Mr. 
Hatch firmly believes that the changing order demands 
a definite functioning of this process in the lives of our 
youth, to the .end that they may be inspired with the 
spirit of social service and be equipped to intelligently 
choose their respective vocations in such service, instead 
of merely quitting school to hunt jobs. 

Mr. Hatch is a member of the Superintendents' and 
Principals' Association of Northern Illinois, an active 
member of the National Education Association, A. F. 
and A. M., Royal Arch Masons and the National Union, 
and is a worshiper in the Unitarian Church. 



628 



Elizabeth B. Harvey 

THE position of county superintendent of schools 
in a great State like that of Illinois is one that 
requires on the part of the incumbent thereof 
much experience, great natural aptitude and a thor- 
ough knowledge of pedagogy. These qualities are pos- 
sessed in marked degree by Miss Elizabeth Brown 
Harvey, county superintendent of schools of Boone 
County, Illinois, and one of the most successful of the 
women who have occupied this prominent position in 
the Prairie State. 

Miss Harvey was born in Harlem, Winnebago County, 
Illinois, March 3, 1874, daughter of Robert Harvey, a 
native of Argyleshire, Scotland, and Jeannette Brown 
Harvey, native of Ohio, both of whom are now living. 
She was educated in the graded schools of Belvidere, 
Illinois, the South Belvidere high school, from which 
she graduated in 1891, and in a course at Drake Uni- 
versity. She first taught in the rural schools of Boone 
County, Illinois ; next in the graded schools of Belvi- 
dere, Illinois, and was for ten years at the head of the 
mathematics department in the high school of Belvi- 
dere. She is now county superintendent of the schools 
of Boone County, and in this capacity has under her 
management seventy schools, 125 teachers and 3,200 
pupils. 

Miss Harvey holds membership in the Illinois State 
Teachers' Association, the Northern Illinois Teachers' 
Association, and the Presbyterian Church, and the 
record she has achieved in the educational world is one 
in which she may well take pride. 




Eliz.\beth B. H-->>rvey. 




HuBER William Hurt. 



Huber William Hurt 

THIS gentleman, one of the younger educationalists 
of the Prairie State, has achieved marked success 
in the various incumbencies he has held and the 
future holds bright promise for him. 

Huber William Hurt was born November 3, 1882, 
in Princeton, Missouri, son of William S. and Anna E. 
(Haworth) Hurt. His father, a native of Iowa, died in 
Bowen, Illinois, in 1883 ; his mother, born in this State, 
survives her husband. 

Our subject has had a most ample education, which 
was secured in studies in the graded school of Bella, 
Iowa ; the Pella High School ; Central College, Pella, 
Iowa ; Iowa Wesleyan University : German Wesleyan 
University; the University of Chicago and Armour 
School of Technology. From the Iowa Wesleyan Uni- 
versity he was granted the degrees of B.S. and A.M. 
In post-graduate work he studied in the University of 
Chicago, the Armour School of Technology, Iowa Wes- 
leyan University, and was research assistant in the 
Yerkes Observatory. He is a writer of pronounced 
ability, has contributed many articles to magazines and 
delivered a series of "Popular Science" lectures, and 
is author of " Essential Elements of Plane Geometry," 
" Essential Elements of Solid Geometry " and " Conic 
Sections." He first taught as assistant in the Latin 
department of the Iowa Wesleyan Academy, next was 
assistant in mathematics in the same institution, then 
became science teacher in the Mt. Pleasant (Iowa) 
High School, succeeding which he was principal of the 
Oskaloosa (Iowa) High School. He is at present 
superintendent of the Lockport (Illinois) High School, 
where he has a staff of nine assistant teachers and an 
enrolment of 160 pupils. 

Mr. Hurt is a member of the National Education 
Association, the Illinois State Teachers' Association, 
Beta Theta Pi, Chicago chapter of same, and the 
Methodist Episcopal Church. In 1908 he was married 
to Miss Harriet M. Hibbs, and they reside in Lockport, 
Illinois. 



629 



Florence Holbrook 

AS a public educator, the career of Miss Holbrook, 
/A now of the Forestville School, corner St. Law- 
rence avenue and Forty-fifth street, Chicago has 
been a pleasingly successful one, her promotion con- 
tinuous and fully earned, and she is known as one of 
the most progressive teachers in the Garden City. 

Miss Holbrook was born in Peru, Illinois, her father 
being Edmund S. Holbrook, native of Massachusetts, 
her mother, Anna (Case) Holbrook, of New York. 
Both are deceased, the latter having died May l8, 1882 ; 
the former November 7, 1897, in Chicago, of which 
city they were long-time residents. Miss Holbrook 
secured her splendid education in Peru, Illinois ; Joliet, 
Illinois, and Chicago, including a course at the Univer- 
sity of Chicago, from which she graduated in 1879 and 
received the degrees of B.A. and iNI.A. She first taught 
in the Oakland (District No. 9, Cook County) High 
School, from 1879 to 1889 ; next in the Forestville 
Eleinentary School, Chicago, from 1889 to 1911 ; was 
principal of the high school three years, and has been 
principal of the Forestville School twenty-one years. 
Here she has a staff of twenty-seven teachers and there 
are over thirteen hundred pupils. 

Miss Holbrook is a member of the National Educa- 
tion Association, the Illinois State Teachers' Associa- 
tion, the Society for Scientific Child Study, the Ella 
Flagg Young Club, School Mistresses' Club, Chicago 
Women's Club and the All Souls' (Independent) 
Church. She is a noted contributor to the -educational 
literature of the day, her best-known works being the 
" Hiawatha Primer," " Book of Nature's Myths," 
"Round the Year — Myth and Song," "Northland 
Heroes," " Elementary Geography," " The Hiawatha 
Alphabet " and a dramatization of " Hiawatha." 




Florence Holbrook. 




Claire Harlan 

AMONG the principals of schools in his part of the 
State worthy of individual mention is (jlaire Har- 
lan, who is at the head of the high school in 
Nilwood, Illinois. Although a young man, his career 
to date has been eminently successful and augurs aus- 
piciously for his future. Mr. Harlan is a native of this 
State, having been born in Girard, Illinois, April 29, 
1885, son of George and Emer C. (McGhee) Harlan, 
the former of whom died April 6, 1910, and is survived 
by his widow. 

Mr. Harlan received his education in the public schools ' 
of his birthplace ; Brown's Business College, Jackson- 
ville, Illinois, from which he was graduated in May, 
1908 ; the public schools in Carlinville, Illinois, St. 
Louis, Missouri, and the University at Valparaiso, Indi- 
ana. His first position was that of principal of the high 
school at Pleasant Hill, Illinois, which he held for six 
months, and went thence to the Nilwood High School as 
principal, which position he now occupies. He has a 
staff of trained instructors and an enrolment of one 
hundred and ninety pupils, and through the advanced 
methods employed by him, his work has been productive 
of the most substantial results. 

Mr. Harlan makes a special study of Latin and com- 
mercial work and excels in these branches. He holds 
membership in the Modern Woodmen of America and 
the Methodist Episcopal Church. He was married May 
7, 1910, to Miss Esther Syson, of Niantic, Illinois, a 
lady well known in social circles, and they have a son, 
Bruce Malcolm Harlan. 



Cl.'Mre Harlan. 



630 



May S. Hawkins 



SOME of the brightest young women in the State 
of Illinois are to be found in the ranks of the 
school-teachers of the various localities, man\' 
occupying local positions in country schools, but others 
again in very responsible places, where the best of 
talent is requisite. 

Miss Hawkins, who is count}' superintendent of 
schools of Pulaski Count}-, is now serving her second 
term in that position, her record having been so satis- 
factory during her first term that she was reelected in 
November, 1910. 

She was born November 4, 1876, at Mounds ; her 
father, Louis A. Hawkins, having been a native of 
Germany, and her mother, Sallie Wallbridge Hawkins, 
was born in Vergennes, Illinois. She first attended the 
rural and village public schools of Pulaski County, 
after which she completed a four years' course in the 
Southern Illinois State Normal University at Carbon- 
dale, and also attended school in the Northern Indiana 
Normal University, with graduation from the univer- 
sity at Carbondale in June, 1904. 

Miss Hawkins taught in the rural schools of Pulaski 
County six years, in the village schools two years, and 
in a high school at Golconda two years, when she was 
elected to her present position, where she has ninety- 
two teachers and thirty-five hundred pupils under her 
jurisdiction. She is a member of the Illinois State 
Teachers' Association, is secretary of the Southern 
Illinois Teachers' Association and is a member of the 
Methodist Episcopal Church. 




May S. Hawkins. 




Robert Allen Haight. 



Robert Allen Haight 

THE public schools of Illinois have had the benefit 
of the valuable services of the above named for 
almost a third of a century, during which period 
the schools have attained their greatest improvement 
and advancement since thev were first instituted in this 
State. 

Robert Allen Haight was born May 22, 1850, at War- 
ren, Macomb County, Michigan, his parents being 
Alonzo and Larissa C. (Hopkins) Haight, both natives 
of New York State, the former of whom died at Ovid, 
Michigan, April 13, 1878; the latter at Ypsilanti, Michi- 
gan, August 9, 1863. The fine education he possesses 
was gained through life-long private study, and by two 
years in a country school in Oakland County, Michigan ;■ 
eight years in the public schools of Ypsilanti, Michigan ; 
six months in the University of ^Missouri, and five years 
at Shurtleff College, Upper Alton, Illinois, from which 
he graduated with the degrees of A.B. and A.M. As a 
teacher, he first taught three months in the State Street 
School, Alton, Illinois, next in the colored school at 
Alton, one year, and for five and a half years was prin- 
cipal of the Alton High School. Thirty years ago he 
was elected superintendent of schools in Alton, Illinois, 
and his work has been so eminently satisfactory to all 
interested that he has been retained in the incumbency 
ever since. Under his supervision are twelve schools, 
eighty-one teachers and twenty-five hundred pupils. 

Mr. Haight is a member of the National Education 
Association, the Illinois State Teachers' Association and 
the Southern Illinois Teachers' Association. On August 
25, 1875, he was married to Miss Gertrude C. Seward, 
and they have had a family of four, the names being 
Mrs. J. E. Turner, Edward A., Lewis S. and Robert A. 
Haight. 



631 



Margaret A. Haley 

As teaching is the natural forte of women it is sel- 
dom that a failure on their part has been recorded, 
when enlisted in this field of endeavor. Different 
degrees of success, however, prevail, and a most brilliant 
one is that which has been achieved by the subject of 
this sketch, Margaret A. Haley. 

Miss Haley's career has been a most triumphant one 
from its inception, her progress being ever " upward and 
onward " until her present position of preeminence has 
been attained. She is an excellent type of the advanced 
" twentieth-century woman," and her ideas and methods 
are progressive in every respect. 

Miss Haley is a native of this State, having been born 
in Joliet, Illinois, in 1861. Her parents were Jilichael 
Haley, a native of Canada, and Elizabeth Haley, native 
of Dublin, Ireland, both of whom died in Chicago, the 
former, in May, 1905, the latter in i8go. She was edu- 
cated in a district school, the village school at Chan- 
nahon, Illinois, the convent at Morris, Illinois, the Illi- 
nois State Normal University, at Normal, and the Chi- 
cago Normal School, and she has added immensely to 
her great fund of knowledge through constant private 
study. She first taught in country schools in this State, 
next in public schools in Joliet, Illinois, and then, going 
to Chicago, taught in every grade there from the first 
to the eighth, inclusive. She is now business representa- 
tive of the Chicago Teachers' Federation, and being 
possessed of vast experience and keen business tact she 
fills this position with marked ability. 

Miss Haley is a member of the National Education 
Association, the Illinois State Teachers' Association, 
Chicago Teachers' Association, and the Catholic Church. 
In both public and private life she is held in universal 
esteem. 




M.^RGARET A. Haley. 




J. Montgomery Humer. 



J. Montgomery Humer 

MR. HUMER has been engaged in public school 
work upwards of thirty years and has achieved 
an excellent record for the thoroughness of his 
methods. He has made a special study of English 
literature and is thoroughly posted in that branch. He 
is a native of Pennsylvania, born February i, 1853, in 
Cumberland County, that State. His parents, Samuel 
and Elizabeth Humer, natives of Pennsylvania, are both 
deceased, the former having died in 1897, the latter in 
1907. He studied in the common schools of Cumber- 
land County, Pennsylvania, until his twelfth year, later 
was a pupil in the schools of Decatur, Illinois, including 
the high school, and he was a student in the Illinois 
State Universit}', from which he was graduated in 
1883. As a post-graduate he performed work in the 
Illinois College and some correspondence work in the 
University of Chicago. He holds a teacher's life State 
certificate. 

Mr. Humer taught in rural schools eight years, was 
principal in Danville, Illinois, two years ; principal in 
Lovington, Illinois, two years ; in Waverly, Illinois, six 
years ; Pawnee, Illinois, six years, and for the past 
seven years has been principal in Springfield, Illinois. 
He has supervision over two buildings, twelve teachers 
and four himdred and twenty-five pupils. 

Mr. Humer holds membership in the Illinois State 
Teachers' Association, the Central Illinois Teachers' 
Association, the Illinois Manual Training Teachers' As- 
sociation, the Masonic Order (Blue Lodge and Royal 
Arch), the Modern Woodmen of America and the 
^Methodist Episcopal Church. In 1878 he was married 
to Miss Emma J. Bowdle, of Ross County, Ohio, and 
they have a daughter, Bessie Humer. 



632 



David Oscar Jones 

AS principal of the high school at Chester, Illinois, 
the above named gentleman has achieved a dis- 
tinct success. He is an educator of advanced 
ideas, up-to-date and progressive, and his methods are 
commendable in ever}' respect. 

Mr. Jones was born in Franklin County, Illinois, 
June i8, 1867, son of Samuel and Mary B. (Ray) 
Jones, both natives of Tennessee, the former of whom 
deceased in Marion, this State, in December, 1899. His 
education was secured in the common schools of Will- 
iamson County, Illinois, a select school in the same 
county, a course at Ewing College, and one at Southern 
Illinois Normal University, at Carbondale, and after 
graduation from the latter in June, 189S, he performed 
post-graduate work. As a teacher, he was for eight 
years in country schools ; was principal of schools in 
De Soto, Illinois, three years ; superintendent at Creal 
Springs, Illinois, one year ; principal of the high school 
at Chester, Illinois, seven years. He is now superin- 
tendent at Lawrenceville, Illinois, after two years as 
superintendent of Johnson City schools, and his work 
is being received with the highest commendation. 

Mr. Jones is a member of the Illinois School 
Teachers' Reading Circle, the Southern Illinois Teach- 
ers' Association, and was former president of the 
Randolph County Teachers' Association. He also 
holds membership in the Masonic Order, Odd Fellows, 
Court of Honor, and the Baptist Church, 

On March 8, 1896, he was married to Miss Cora E. 
Nichols, and they have had five children, those living 
being four daughters, Helen, Grace, Edith and Nannie. 



T 



Charles Ellsworth Joiner 

HE subject of this sketch, Charles Ellsworth 
Joiner, was born at Litchfield, Montgomery 
county, Illinois, on the twenty-first day of July, 





Charles Ellsworth Joiner. 



David Oscar Jones. 



1866. His father, William Joiner, was a native of Ten- 
nessee ; his mother, Elizabeth (Huddleston) was a 
native of Illinois. Both parents were descendants of 
English ancestors. Mr. Joiner's elementary education 
was secured in the rural schools of southern Illinois ; 
his secondary education in the academical department 
of Ewing College, Ewing, Illinois, from which institu- 
tion he took his Bachelor's degree in 1891. The same 
institution conferred upon him the Master's degree in 
1895. After teaching in the rural schools two years, 
J\lr. Joiner was elected principal of the schools at El 
Dorado, Saline county, Illinois. After serving in this 
capacity one year, he was elected superintendent of 
schools at Pinckneyville, Perry County, Illinois, in 1892, 
where he served as superintendent for six years. The 
next five years Mr. Joiner was superintendent of schools 
at White Hall, Illinois, and the next six years at Ro- 
chelle, Illinois. The present year is his third year as 
superintendent at Monmouth, Illinois. Mr. Joiner has 
done institute work in many of the counties of southern, 
central and northern Illinois for the past fifteen years, 
and has delivered educational addresses and other ad- 
dresses in different parts of the State. Mr. Joiner has 
been a member and an active worker in the Southern 
Illinois Teachers' Association, the Central Illinois 
Teachers' Association, the Northern Illinois Teachers' 
Association and the Western Illinois Teachers' Associa- 
tion, and has been elected to different offices of these 
associations. He has also been a member of the Illinois 
State Teachers' Association for nineteen years and in 
that time has missed only one of the annual meetings. 
He is at present president of the Principals' Section of 
the Illinois State Teachers' Association. He is also an 
active member of the National Education Association. 
He is an active church worker and a member of the 
Masonic fraternity. In 1892 Mr. Joiner was married 
to Miss Frances Carner, youngest daughter of a promi- 
nent Baptist clerg}-man, of Benton, Illinois. They have 
three daughters, Jessie, Irene and Elizabeth. 



633 



Emma Fanny Jones 



AN excellent and ambitious scholar, one who has 
extended, valuable, practical experience, and is 
enthusiastically imbued with the importance of 
her life-work. Miss Jones deservedly enjoys a superior 
reputation in the pedagogical world. Her great interest 
for learning and art was inherited from her mother, a 
lady of strong character. She is particularly fond of 
the study of mathematics, and also has a decided talent 
in charcoal drawing and oil painting. During the seasons 
of 1911-1913 she intends taking up special work in lit- 
erature and art. 

Miss Jones is a native of this State, having been bom 
in Brighton, Macoupin County, March 4, 1873. Her 
father was Thomas J. Jones, a native of Wales, while 
her mother, born in Nassau, Germany, was the daughter 
of a French gentleman who married a German. Miss 
Jones first studied in a country school in Jonesboro, 
Illinois, reached the eighth grade, and then took a 
three years' course at Brighton, graduating therefrom in 
1892. She also spent eight terms at the normal school 
at Carlinville, Illinois, and four summer terms at the 
State Normal University. Normal, Illinois. 

Miss Jones, on entering the public school service, 
taught for sixteen years in country schools, and then, 
for three years, was assistant principal of the high 
school at Brighton, Illinois. This position she now 
retains, having been engaged therefor for the forthcom- 
ing term at an advanced salary, a surety that her val- 
uable services have been duly appreciated. 

Miss Jones attends the studies at the Illinois Teachers' 
Reading Circle every \-ear and keeps in close touch with 
all advances made in schoolwork and methods. Her 
standing in scholastic circles is of the highest, and she 
commands the esteem and respect of all her colleagues, 
pupils and friends. 




Emma Fanny Jones. 




James W. Jackson. 



James W. Jackson 

IN the school annals of the Prairie State the above 
named gentleman occupies a place of honor. For 
twenty years he has given heart-felt work to the 
cause of popular education, and the reputation he has 
so industriously striven for is fully merited. 

^Ir. Jackson was born June 27, 1861, in Erie County, 
Pennsylvania, son of Smith I. and ^lary E. Jackson, 
both natives of Pennsylvania, the former of whom 
deceased at Girard, Pennsylvania, in 1898, while the 
latter is still living there. He was educated in the 
common schools, the Waterford Academy, Waterford, 
Pennsylvania, Lake Shore College, North East, Penn- 
sylvania, the State Normal School at Edinboro, Penn- 
sylvania, and the Western Normal College at Bushnell, 
Illinois. As a public educator, he first taught in coun- 
try schools in his native State for two years, next, for 
the same length of time in country schools of Illinois ; 
and then, successively, was principal at Fayette, Illinois, 
two years ; Roclibridge, Illinois, three years ; prin- 
cipal at Ava, Illinois, one year ; superintendent at 
Waterloo, Illinois, eleven years, and in 1910 he was 
elected to his present position of superintendent of 
schools of JNIonroe county, Illinois. He also has served 
as deputy county clerk of ^Monroe county, Illinois. 

Mr. Jackson is an ex-member of the Illinois State 
Teachers' Association, and the Southern Illinois 
Teachers' Association, and is affiliated with the Ma- 
sonic Order, the Odd Fellows, ^lodern Woodmen of 
America, and is now City Clerk and City Librarian. 
On December 25. 1889, he was married to Miss Celia 

E. Bruner, of Rockbridge, Illinois, who deceased in 
1901, and on June 17. 1908, he was married to Martha 

F. Holmes. They have a family of three children, 
Harry E., William I. and Geneva E., and are at pres- 
ent domiciled in the City Building, formerly the resi- 
dence of Col. W. R. Morrison, it having been donated 
to the City of Waterloo for a City Library. 



634 



Frances Jenkins 

THIS educator has been active in the educational 
field for about fifteen years and has earned an 
excellent reputation for efficiency and the sound- 
ness of her methods. She was born November 4, 1872, 
in Oswego, New York, her parents being Isaac Gray 
Jenkins, a native of Onondaga County, New York, and 
Rebecca Congdon Jenkins, native of Oswego County, 
New York. Miss Jenkins was educated in private 
schools ; the Oswego High School, from which she was 
graduated in January, 1889 ; the Oswego Normal School 
(Advanced English Course), with graduation in 1894; 
and the Teachers' College, of Columbia University (one 
year). In igoi she took a critic course in the Oswego 
Normal School. Beginning professional work Miss-Jen- 
kins taught for six months in a pri\'ate school of her 
own; next taught first grade in Gloversville, New York, 
one year; next was teacher in the third and fourth 
grades in Islip, New York, six months ; in sixth grade 
in Montclair, New Jersey, for four and one-half years ; 
was in critic and supervisory work in the city and nor- 
mal schools of DeKalb, Illinois, four years and three 
summer terms ; taught in the Teachers' Training School, 
Baltimore, Maryland, two years ; in Howard University, 
Washington, D. C, one year ; in the Teachers' College. 
Columbia University, three summer terms ; one summer 
term at Chautauqua, New York, and for the past two 
years she has been supervisor of the elementary grades 
of the schools of Decatur, Illinois. Under her supervi- 
sion are fifteen schools, 122 teachers and 5,095 pupils, 
and her duties are performed in the most commendatory 
manner. 

!Miss Jenkins is a member of the National Educa- 
tion Association, the Illinois State Teachers' Associa- 
tion, Central Illinois Teachers' Association, Religious 
Education Association, the Y. W. C. A., Musical Culture 
Club of Decatur, Municipal Art League of Decatur, 
Daughter of the American Revolution, and the Congre- 
gational Church. She is assistant editor of the " River- 
side Readers," published by Houghton-Mifflin Co. 





Edgar S. Jones. 



Frances Jenkins. 



Edgar S. Jones 

MR. JONES is an apt teacher, a characteristic dif- 
ficult to describe. The apt teacher is one who 
is naturally adjusted to the profession and whose 
life seems to be in harmony with the spirit of the 
school, and an individual having an aptitude to teach, 
to govern, to inspire and to elevate is certainly a most 
potent factor in the development of mankind. 

Edgar S. Jones was born in 1873 at Bement, Illinois, 
his parents being Nelson and Carrie E. Jones, both 
natives of Ohio, the former of whom deceased at Mon- 
ticello, Illinois, in 1896, while the latter is yet living. 
He was educated in country schools in Piatt County, 
Illinois, in normal schools and in the University of 
Chicago. As a teacher he had charge of country schools 
from 1892 to 1899 ; was principal at Cisco, Illinois, from 
1899 to 1902 ; superintendent at Lovington, Illinois, 
from 1902 to 1910; also principal of the township 
high school from 1906 to 1910, and he is now school 
superintendent at Taylorville, Illinois, where he has a 
staff of twenty assistant teachers and an enrolment of 
seven hundred pupils. He is a writer of force, has made 
a special study of arithmetic and is author of " Seventh 
Year Arithmetic " and " Eighth Year Arithmetic," both 
adapted to the Illinois State course. He is a regular 
contributor to School A'czt's, the Practical School Jotir- 
nal and Ilnnois Instructor, and has written many mis- 
cellaneous articles for nature study and " outdoor " 
magazines. He has had considerable experience during 
the past five years as an institute instructor. He 
obtained an Illinois life certificate in 1905. 

i\Ir. Jones is a member of the Illinois State Teachers' 
Association, the Central Illinois Teachers' Association, 
Odd Fellows, and the Methodist Episcopal Church. In 
1898 he was married to Ola B. High, and they have one 
child, Mildred. 



635 



Thomas C. Johnson 



AMONG the soundly conducted public educational 
institutions of Chicago is the Sheldon School, 
■ located at North State and Elm streets. It^ is 
under the principalship of Thomas C. Johnson, a ripe 
scholar and educator of extensive experience and prac- 
tical knowledge. He holds membership in the Geo- 
graphical Societ3', the Chicago Principals' Club, the 
Masonic Order, the Delta Tau Delta fraternity and the 
Methodist Church. 

Mr. Johnson was born in South Wayne, Wisconsin, 
April 22, 1874, son of jN'Iartin Johnson, a native of Nor- 
way, and Larsena Johnson, who was born in this coun- 
try, and both of whom are still living. He was educated 
in the public schools of his native city, the Northwestern 
Academy, Evanston, Illinois, and the Northwestern Uni- 
versity. He first taught in country schools in Wisconsin 
and Illinois for five years ; following which he was a 
teacher in the Adams, Manierre, Talcott, Avondale and 
Chicago Normal schools for six years ; was principal 
of the Mayfair School one year, and for the past two 
years has been principal of the Sheldon School, in which 
capacity he has supervision of fifteen teachers and about 
six hundred pupils. Mr. Johnson is an active member 
of the Illinois State Teachers' Association, and keeps in 
full touch with all advances made along educational 
lines. In igo6 he was married to Miss Hazel Barker, 
of Chicago, and they have one child, Wilma Leslie 
Johnson. 



Lottie E. Jones 

MISS JONES, although now retired from active 
school service, has for years been a valued pro- 
moter of educational work and is most favorably 
known to her colleagues and to the public. As a jour- 
nalist and author she has also gained distinction, being 
editor of the Inter-State School Review, and author of 
several books, among them being " Decisive Dates in 
the History of Illinois," which is recognized as a con- 
cise, yet comprehensive, compilation of the history of 
this State. She is author of " Library Methods Applied 
to State Histories" and "Life and Legends of the 
Indians of the Country of the Illinois," as well as 
Normal First and Second Readers and the " Story of 
Cuba." She also compiled volume II of the " History 
of Vermilion County," published in 1911. She is now 
engaged in gathering and arranging matter for her 
forthcoming work on " Along the Historic Wabash." 

Miss Jones was born in Covington, Indiana, her par- 
ents being John Sponson Jones and Charlotte (Wheeler) 
Jones, both natives of the State of New York, and now 
deceased, the former having died December 21, 1871, the 
latter November 11, 1902, at Danville, Illinois. She 
came with her parents to Danville, Illinois, in 1871. The 
admirable education she possesses was received in the 
graded and high schools of Danville, Illinois, and the 
Northwestern LTniversity, and before retiring to private 
life and literary labors she was for eighteen years iden- 
tified with the public schools of Danville. She spent 
a number of years lecturing before teachers' institutes 
in Illinois, Indiana and Pennsylvania. She has also 
been State Speaker for the Farmers' Institutes in Illi- 
nois and Indiana. 

Miss Jones is a member of the National Education 
Association, the Illinois State Teachers' Association, 
the Illinois State Historical Association, the Missis- 
.sippi Valley Historical Association and the American 
Historical Association. By reason of ancestors who 
were in the war of the Revolution, she is afiiliated with 
both organizations of the Daughters of the American 
Revolution and the Daughters of the Revolution, hold- 
ing membership in local chapter of the first at Danville, 
Illinois, and in Van Cortland Chapter of the latter at 
Peekskill, New York. 




Thomas C. Johnson. 



Charles Rudolph Edward Koch 

DOCTOR KOCH was born April 24, 1844, in 
Polish Prussia. In his early childhood his parents 
settled in Manitowoc, Wisconsin, where the son 
received a good common-school education. In 1859 he 
came to Chicago, alone, to begin his life's career. The 
following year he entered the office of Dr. J. A. Kenni- 
cott, as a student of dentistry, continuing his general 
education under private tutorage. On August 15, 1862, 
he was enrolled for military service, being mustered in 
as corporal of Company G, 72d 111. Infantry — Chicago's 
first Board of Trade regiment — and was discharged 
on September 15, 1863, to accept promotion in the s8th 
U. S. colored infantry. Throughout the War he was 
repeatedly promoted — when mustered out being captain 
of the 49'th colored infantry. After leaving the military 
service. Captain Koch returned to Chicago, resumed 
his dental studies in May, 1866, and began the practice 
of his profession in 1867. 

Doctor Koch was one of the organizers of the Union 
Veteran Club of Chicago, and its first presiding officer. 
Doctor Koch had filled various prominent offices of the 
Grand Army of the Republic, and is now adjutant-gen- 
eral of the Department of Illinois, national organization 
of this order. He is a member of the Society of the 
Army of the Tennessee, and also of the Military Order 
of the Loyal Legion. 

In civil life, Doctor Koch pursued the practice of his 
profession, became the secretary of the Chicago Dental 
Society in 1869, and in 1875 its president. From 1871 
to 187s, inclusive, he was secretary of the Illinois Den- 
tal Society, and as such edited its publications, and in 
1877 became president of the organization. From 1880 
to 1882 he was military editor of the Chicago Inter 
Ocean. From 1886 to 1891 he was a member of the Illi- 
nois State Board of Dental Examiners and during that 
time served as secretary and also as president of that 
board. In 1891 he became president of the National 



636 



Association of Dental Examiners, and he is now presi- 
dent of the National Association of Dental Faculties. 

In January, 1904, Northwestern University tendered 
him the position of secretary of its dental department, 
and in 1906 created a lecture course on Dental Econ- 
omies, to which Doctor Koch was assigned, both of 
which positions he now occupies. During his connec- 
tion with Northwestern University he has pursued spe- 
cial historic research work, resulting in a work on 
Dental History, written and edited by him. The volume 
contains 1,182 pages and is a chronological record of the 
development of the dental profession from the earliest 
ages to the present day in its theories, practical, social, 
educational, legislative and journalistic progress. 



Marguerite Ethel Kramer 

MISS KRAMER was born in Freeport, Illinois, 
August 12, 1885 ; her father, George Henry, and 
her mother, Katherine Isabelle, both being native 
Illinoisians. She attended the public schools of Lena, 
where she continued for five years, and then entered 
the sixth grade of the Freeport schools, afterward tak- 
ing the high school course, and graduating from the 
Freeport High School in 1902. Her first teaching was 
in the May School, Florence Township, where she con- 
tinued two terms, then taught in Pleasant View, Lan- 
caster, Stephenson County, eight terms, after which she 
returned to the May School for three terms. She 
remained at home a year after the close of this third 
term, then substituted two and a half months in city 
schools, and following this was appointed principal of 
the Freeport School, where she has been for four years. 
Under her supervision are four rooms, three teachers 
and one hundred and fifty pupils, and under her direct 
teaching are thirty-five pupils, comprising six grades. 

Miss Kramer is a member of the Northern Illinois 
Teachers' Association, the Club of '02's, district third 
vice-president of Rock River District Epworth League, 
and the Embury Methodist Church. 





Charles Clovis Keauskopf. 



Marguerite Ethel Kramer. 



Charles Clovis Krauskopf 

ONE of the most interesting and commendable 
features of the grand public school system of 
Chicago is that of the provision of schools for 
crippled children, and these, under able management, 
have been productive of most gratifying and substan- 
tial results. A gentleman who is by training and 
natural ability well qualified for this field of work is 
]\Ir. Charles Clovis Krauskopf, the present principal 
of the Spalding School for Crippled Children, located 
on Park Avenue, between Ashland Avenue and Paulina 
Street. He was assistant director of the Child Study 
Department of the Chicago schools from 1899 to 1904, 
has thoroughly studied the habits and needs of chil- 
dren and is fully equipped for the position he now so 
ably discharges the duties of. He is assisted by a staff 
of competent assistants and has an extensive enrol- 
ment of pupils, by all of whom he is regarded with con- 
fidence and esteem. 

ilr, Krauskopf was born in Richmond, Indiana, Feb- 
ruary 3, 1869, his parents being Justus and Rocilla 
(Bowen) Krauskopf, both natives of Ohio, the latter 
still living, while the former deceased in Richmond, 
Indiana, in 1898. He was educated in the grade schools 
of Wayne Count}-, Indiana; the Richmond, Indiana, 
high school, from which he graduated in 1888; the 
Indiana University, from which he received the A.B. 
degree in 1893, and, through post-graduate work, the 
A.5l. degree in 1894, and he also performed post-grad- 
uate work in the University of Chicago in 1897-98. 

Mr. Krauskopf first taught in an Indiana country 
school for two terms ; was principal of the ward school, 
at Anderson, Indiana, from 1894 to 1897; school prin- 
cipal at iMaywood, Illinois, 1898-99, and since 1904 has 
been school principal in Chicago, where he has met 
with pronounced success. On August I, 1894, he was 
married to Miss Mary E. Hort, an estimable lady, 
who has borne him two children. The family residence 
is at No. 900 North Eighth Avenue, Maywood, Illinois. 



637 



Theodore Kemp, A.B., D.D. 

DOCTOR KEMP, president of the Illinois _Wes- 
leyan University, prominent in scholastic circles, 
is an educator whose ability has been recognized 
in the educational world and duly appreciated. His 
experience has fully equipped him for the responsible 
position he occupies. He has a splendid knowledge of 
men and affairs, and that his genial personal character- 
istics are appreciated is shown by his popularity with 
leaders in the educational and business world. 

Theodore Kemp was born April i6, 1868, in Rising- 
Sun, Indiana, son of George and Minerva D. Kemp, 
both natives of Indiana, the former now living in Los 
Angeles, while the latter deceased in 1891, in Areola, 
Illinois. He received his education in country schools, 
in the high school at Areola, Illinois, the Northwestern 
Academy, in Evanston, Illinois ; the University of 
Southern California, Los Angeles ; the DePauw Uni- 
versity, Greencastle, Indiana; from which he was 
graduated in 1893 with the degree of Bachelor of Arts, 
and the Garrett Biblical Institute. In 1907 he received 
the degree of Doctor of Divinity from the Illinois Wes- 
leyan LTniversity. He was an instructor in this univer- 
sity in 1906-7 and since 1908 has been president of this 
splendid institution. Under his supervision are forty- 
five instructors and the enrolment of students is seven 
hundred and thirty. 

Doctor Kemp united with the Illinois. Conference of 
the Jilethodist Episcopal Church in 1893 and served 
several important pastorates with increasing success until 
elected president of Illinois Wesleyan University in 
1908. Since assuming this important station. President 
Kemp has secured a number of generous gifts for the 
school, has revised the course of study and standards 
of the university, and has led in the erection of two 
new buildings. The school has grown in attendance 
and prestige under his able management. 

Doctor Kemp is a member of the National Education 
Association, the Illinois State Teachers' Association, the 
National Religious Educational Association, the School- 
masters' Club, Alumni Club, of Bloomington, Illinois, 
and the Methodist Episcopal Church. In 1893 he was 
married to Miss Flora B. Truitt and they reside at 1312 
North Main street, Bloomington, Illinois. 



Oscar Harrison Kimmel 

A SPECIAL study of practical ideas, as adapted to 
child culture and the training of pupils, so that 
the best, most satisfactory results might be at- 
tained, has ever marked the career of Mr. Kimmel from 
the time he entered the pedagogical profession. That 
the methods employed by him in the carrying out of 
his ideas were correct is shown by the substantial suc- 
cess he has accomplished in every school over which he 
has presided. He has ever been a live student of edu- 
cational problems, an advocate of the educational train- 
ing that reaches the head, the heart and the hand, and 
a firm believer that the elementary school, in time, must 
teach not only how to live best, but how best to make a 
living. In the Horace Mann School, of which he is the 
supervising principal, he and his associates inculcate 
the idea that the hand should help the brain. This is 
done through the agency of constructive or " motor 
training," and applied motive in work, that is charac- 
teristic of this school. 

Oscar Harrison Kimmel was born May 17, 1877, on a 
farm near Auburn, Sangamon County, Illinois, son of 
John JNI. and Hannah Kimmel, natives of Ohio, and now 
deceased, the former having died at Mount Vernon, 
Illinois, December I, 1896, while the latter died w^hile 
on a visit to Anthony, Kansas, in i\Iarch, 1911. He 
posesses a thorough education, which was obtained by 
studies in the country schools of Sangamon County, 
Illinois ; the village schools at Loami, Illinois ; the pub- 
lic schools at Mount Vernon, Illinois ; the Mount Ver- 
non Collegiate Institute, which he entered after winning 




Oscar H.arrison Kimmel. 



a year's free scholarship oflfered by this institution in a 
county competitive examination. He attended this col- 
lege three years ; McKendree College, one year, and 
also took work at the Illinois State Normal School, at 
Normal, and at Ewihg College. He is now ready for 
the B.S. degree and has made application for same, 
which will be conferred upon him soon. 

Mr. Kimmel's first work as teacher took place at the 
old Cub Prairie schoolhouse, in Dodds Township, Jef- 
ferson County, Illinois, where he finished an unexpired 
term, and afterward taught there two terms ; then he 
went to the Boyd village school, one year ; the Harlow 
and Camp Ground country schools for two years and 
one j'ear, respectively ; was principal of the Woodlawn, 
(111.) schools two years; principal, Franklin School, in 
jNIount Vernon, Illinois, two years ; supervising principal, 
Irving School, East St. Louis, two years ; supervising 
principal, Alta Sita School, East St. Louis, Illinois, one 
year, and for the past three years has been supervising 
principal of the Horace T\Iann School, East St. Louis, 
where he has under his direction sixteen teachers, a 
cadet teacher and about seven hundred and twenty 
pupils. 

Mr. Kimmel has been a contributor to magazines for 
several years. Among his articles that have attracted 
favor are " Eugene Field," " Paul Lawrence Dunbar," 
" The Nation's Feast Day " and " The Last Great In- 
dian." He is a member of the National Education 
Association, the Illinois State Teachers' Association, the 
Southern Illinois Teachers' Association, the St. Louis 
Society of Pedagogy, the St. Clair County Teachers' 
Association, the Cahokia Schoolmasters' Club, of St. 
Clair and Madison counties, the Odd Fellows, Knights 
of Pythias and Modern Woodmen and the National 
Americans, of which, on May 17, 1911, at Kansas City, 
he was elected National Grand Marshal for a term of 
four years. In 1905 he was married to Miss Anna 
Albaugh, daughter of a leading merchant of Woodlawn, 
Illinois, and they reside at 735 North Thirteenth street, 
East St. Louis. 



638 



Philip M. Ksycki 

THE Chicago Public Library is a most valuable 
auxiliary to the schools and colleges of the city, as 
the magnificent collection of books there, treating 
upon all subjects, is of great assistance in furthering the 
studies of scholars and students, they being at all times 
available, free of charge. The Library Board is com- 
posed of public-spirited citizens, selected for the honor 
by their experience and business ability. One of these 
is Philip M. Ksycki, a citizen well known for his 
progressive views and devotion to public weal. 

Mr. Ksycki is a native of Budzyn, Poland, where- he 
was born January 3, 1867. son of John and Anna 
Ksycki, both native Polanders and now deceased, the 
former having died in October, 1866, the latter in Octo- 
ber, 1873, in Budzyn, Poland. Mr. Ksycki was educated 
in the public schools of Germany and the United States 
and also took a course in a business college. He, be- 
sides being a member of the Chicago Library Board, 
is also vice-president of the Polish National Alliance, 
the largest Polish organization in the world, having a 
membership of over one hundred thousand, and is a 
member of Holy Trinity Roman Catholic Church. In 
1893 he was married to Miss Clara Waser, and they 
have three children, Teresa, Bernard and Philip. The 
family reside at 3046 North Hamlin avenue, Chicago. 

Dr. Wladyslaw Augustus Kuflewski 

DR. KUFLEWSKI has been an ardent supporter of 
education in Chicago, and has done much through 
his individual efforts to advance the status of our 
public schools. 

Doctor Kufiewski was born May 26, 1870, in Jaros- 
zewo, Posen, Poland, son of Augustus and Solomea 
Kalacinska Kuflewski, both natives of Poland and both 
now deceased. He received his preparatory education 
in his native country. Coming to Chicago, he entered 
upon the study of medicine, was an undergraduate of 
the Chicago College of Pharmacy, 1889, and later grad- 





Wl.adysl.wv Augustus Kuflewski. 



Philip M. Ksycki. 

uated from the College of Physicians and Surgeons, 
Chicago, and in 1894 graduated from the College of 
Medicine, University of Illinois. In 1905 Doctor Kuflew- 
ski was Professor of Surgery in the Chicago Clinical 
School, was attending surgeon in the Cook County 
Hospital from 1901 to 1905, and clinician there during 
the same years. He has 'also served as surgeon of the 
Second Regiment, Illinois National Guard. He is the 
" father " of the " Noiseless Fourth," and has delivered 
many public addresses and written numerous essays and 
papers on medical science. He has translated' many 
pamphlets into the Polish language, and many from 
foreign languages into English. These were mostly of 
a political and literary character. Some of the articles 
written by Doctor Kuflewski are : " How to Sterilize 
Books," igoi ; " Alcohol and Its Action on the Human 
Body," December, 1897 ; " How to Vaccinate, and Why," 
i8g8 ; " The Technique of Minor Surgery and Its 
Importance," February, 1904; " Anaesthesia and Anaes- 
thetics," 1905 ; " To Do Away with the Germ-laden 
Cup," 1903 ; " The Importance of Cleanliness," 1900, 
and many other articles on different subjects. Doctor 
Kuflewski has been president of the Polish National 
Alliance Library for more than ten years, and presi- 
dent of the Polish National Museum for six years. 
He ofiiciated as Grand Marshal at the unveiling of the 
statues of Pulaski and Kosciuszko, in Washington, 
D. C., May 11, 1910. He is a member of the Chicago, 
the Illinois and the American Medical Societies, the 
Polish Medical Society, Krakow (Poland) Medical So- 
ciety, American Military Surgeons' Association and the 
Polish National Alliance, and a member of the Chi- 
cago Athletic Association. In 1898 he was appointed a 
member of the Library Board of Chicago by Mayor 
Carter H. Harrison, and -was vice-president" of that 
Board w-hen he was promoted to be a member of the 
Board of Education. In this latter capacity he served 
on a number of important committees, and in recogni- 
tion of his valuable services was given the ofiice of 
vice-president of the Board in 1906-07. On February 
21, 1906, he was married to Miss Angeline R. Cwiklin- 
ski, and they reside at 1366 North Robey street, Chicago. 



6^9 



Harold H. KIrkpatrick 

THIS gcntlonuui is largely a self-taught publie edu- 
cator, though he has also had ample coiumou- 
school auil college training. He has studioush- 
followed teachers' work as exemplified in various meth- 
ods, has selected the best of each for his own guidance, 
also introducing new ideas, and the schools under his 
direction are developed to a high state of excellence 
and efficiency. 

Mr, Kirkpatrick was born in St, Joseph, Champaign 
County. Illinois, son of .Vuslin W. and Sarah A. Kirk- 
patrick, the former a native of Ohio, the latter of 
Illinois, and both deceased. He was educated in coun- 
try schools. Champaignt County, Illinois : the high 
school at St. .Joseph, Illinois, from which he graduated 
in i8p2, and the L'niversity of Illinois, graduating from 
the latter in 1S07 w't'i ''i^-' degree of Bachelor of Arts, 
Beginning practical work he was for four years princi- 
pal of the school at Pentield, Illinois ; next, principal 
at Deland, Illinois, for two years; superintendent at 
Illiopolis, Illinois, three years; superintendent at 
Atlanta, Illinois, three years, and for the past year he 
has bexni suix'rinteudent at LeRoy, Illinois, where he 
has supervision of two schools, fourteen teachers and 
about tive hundred pupils. 

Mr. Kirkpatrick is a member of the Illinois State 
Teachers" Association, the Central Illinois Teachers' 
Association, the Masonic Order and tlie Methodist Epis- 
copal Church. On August 15. looo, he was married to 
Hannetta Mae Johnston, and they have one child — 
\'ivian. 

O. J. Kern 

THE aKive named gentleman, whose life has been 
wrapped up in and activelx- connected with affairs 
educational, as a public educator of the success- 
ful type, is widely known to his colleagues and the 
public. He has contributed valuable additions to edu- 
cational literature, his latest work being, " Among 





O, T. Kerx. 



HaROI.Ii H. KlRKlWTRlCK. 



Country Schools." The author's aim in this work is 
to create a new ideal in the training of the eoimtry 
child. There are chapters on the country child's rights, 
the outdoor art movement, school gardens, art for the 
coiintry child, the work of a Farmer Boys' Experiment 
Cinb. Educational Excursions, tho new agriculture and 
the country schools, consolidation, and the training" of 
teachers lor country schools. The work is the outcome 
of seven years' labor in studying how to improve the 
conditions of country schools, is tinely illustrated, and 
is considered by competent critics to be an epoch-mak- 
ing production. 

Mr. Kern is a native of this Stale, born at Gays, Illi- 
nois, January I, iSOI, his parents being John Kern, 
native of Illinois, and Elizabeth Kern, ait lUinoisan, 
who deceased at Gays in March, 1SS5. He was edu- 
cated in country schools and at De Pauw University, 
Greencastle, Indiana, and has also been a close private 
student all his life. He taught iii Cherry Valley, Illi- 
nois, ti?SS-oi, ne.xt becoming assistant teacher of the 
high school at Rockford. Ilinois, i8ot-iSpS, and thence 
assuming his present important position of County 
Si:perintendent of Schools in Wimiebago County, Illi- 
nois, in December. tSoS. which he still fills with great 
ability. 'Ntr. Kern issues each year beautiful illustrated 
annual reports of the work in his county, showing the 
progress of improvements in schoolhouses and grounds, 
school-garden work, work of Boys' and Girls' Clubs, 
development of school traveling libraries and con- 
solidation of schools. These reports are valuable 
contributions to the current educational literature in the 
development of the country school and country life in 
g-eneral. and are called lor all over the United States 
and Canada. 

Mr. Kern is a member of the National Education 
Association, Knights of Pythias, the Delta Theta col- 
lege fraternity, the Grange and the Methodist Church, 
In iSi?C) he was married to Miss Jessie C. Allen, and 
they have four children, who bear the names respect- 
iveiv of Esther, Evans, Louise and Russell. 



6A0 



Charles Edward Kuechler 

FOR more than sixteen j'ears the above named has 
been a devoted exponent of the art of teachhig, 
and the public schools are greatly indebted to him 
for his conscientious work and unselfish efforts. 

Mr. Kuechler is a native of Arenzville, Illinois, born 
September 21, 1872, son of Edward and Emma Kuech- 
ler, the former a native of Germany, the latter of Illi- 
nois, and both still living. He was educated in the 
public schools of Arenzville, Pana, Virginia and Rush- 
ville, Illinois, was graduated from the Rushville high 
school in 1891, and took a course in the Illinois State 
Normal School, Normal, Illinois, from which he grad- 
uated in 1909. He first taught in the rural schools of 
Schuyler County, Illinois, for six years, was principal of 
the village school at Huntsville, Illinois, two years ; 
teacher in the sixth grade, Rushville, Illinois, three 
years ; the eighth grade, two years, and was principal 
of the Rushville high school one year. He next served 
as superintendent of schools at Cerro Gordo, Illinois, 
two years, and is now superintendent at Barry, Pike 
county, Illinois, serving his second year. There he has 
a staff of ten assistant teachers and an enrolment of 375 
pupils and is on excellent terms with his colleagues and 
pupils. 

Mr. Kuechler is a member of the Illinois State Teach- 
ers' Association, the Illinois State Teachers' Reading 
Circle, Central Illinois Teachers' Association, Pike 
County Teachers' Association, the Illinois State His- 
torical Association, the Masonic Order, Royal Arch 
Chapter, Modern Woodmen of America, Pike County 
Mutual Life Association, Odd Fellows, the High School 
Conference, Urbana, Illinois, member of the Executive 
Committee of the Pike County Teachers' Association 
and the M. E. Church. He is superintendent of the M. 
E. Sunday-school of Barry, Illinois. His most enjoyable 
studies are mathematics and sciences, particularly 
zoology and botany. October 17, 1893, at Rushville, 
Illinois, he was married to Miss Marie M. Stremmel, 
and they have five children: Edith, Amy, Ernest, Helen 
and Emma Louise. 





JosiAH F. Kletzing, 



Charles Edward Kuechler. 



Josiah F. Kletzing 

EDUCATION in Illinois has been developed along 
lines of the highest efficiency, of lofty ideals, of 
ambitious endeavors, and the grand result is that 
the State is unsurpassed, in the matter of educational 
facilities and' resources, by any of her sister States 
in the Union. In Chicago the status of the schools is 
of the best, reflecting much credit upon the teachers 
engaged in duty there. 

A well-known educator and veteran teacher in the 
Garden City is Josiah F. Kletzing, who for nearly 
thirty years has been the efficient principal of Ravens- 
wood School, located at North Paulina street and 
Montrose avenue. Earnest and tactful, with the rare 
gift of adaptability to the many phases of his work, he 
may be said to be a born imparter of knowledge. 

]Mr. Kletzing was born September 21, 1853, in Norris- 
tovvn, Pennsylvania, his father being Henry Kletzing, 
native of Germany, who deceased at Belle Plaine, Iowa, 
in 1887; his mother, Anna (Frick) Kletzing, native of 
Norristown, Pennsylvania, who deceased at the ripe old 
age of eighty-four, at Naperville, Illinois, in 1907. He 
was educated in the public schools of Belle Plaine and 
in the Northwestern College, from which he graduated 
in 1879, with the degree of Master of Arts. His first 
position as teacher was at Wanatah, Indiana ; his sec- 
ond at Plainfield, Illinois. From the latter, in Septem- 
ber, 1881. he went to Ravenswood School, Chicago, as 
principal, and has ever since continued to successfully 
discharge the duties of this incumbency. He has a 
staff of twenty capable teachers, and over a thousand 
pupils are in attendance. 

Mr. Kletzing, July 22, 1,880, was married to Miss 
Kate Nusbickel, and they have an interesting family of 
three daughters — Florence Amy, Kathryn Allegra and 
Evelyn Loubelle Kletzing. 



41 



641 



Henry F. Kling 



PRINCIPAL of the Spencer School, Chicago, has 
had an extended experience in his profession. He 
has taught in country, village, academy, high school 
and college. For four years he was principal of the 
Normal Department of the Upper Iowa University, 
where he had charge of two hundred and seventy-five 
students, for twelve years principal of high schools and 
for eight years principal of elementary schools in Chi- 
cago. 

Mr. Kling was born in Wisconsin in 1857, and his 
parents were natives of Germany. He was educated in 
the country schools of Iowa and Wisconsin, in acade- 
mies, in the upper Iowa University at Fayette and in 
the University of Chicago. His degrees are Bachelor, 
Master and Doctor ; the first from Upper Iowa, the sec- 
ond from the University of Chicago, and the third is 
honorary from his alma mater. 

He has been a farmer, a merchant and a teacher. He 
has traveled extensively in this country and in Europe. 
He has lectured on a variety of subjects, and is now a 
regular speaker for the Daily Nczi's. He is president 
of the Chicago English Club and Chairman of the 
Committee on English in the Principals' Club. For two 
years he was superintendent of the St. James' M. E. 
Sunday-school with its seventy teachers and officers, 
and he has long been a member of the Board of Trustees 
of the Upper Iowa University. 

English in the elementary schools has been his spe- 
cialty for some time. He is also an ardent advocate of 
industrial education with trade and occupational schools. 
He is a member of the Masonic Order and the Knights 
of Pythias, also the Wisconsin Academy of Sciences, 
Arts and Letters, and the Chicago Principals' Club. 
In 1889 he was married to Miss Kate Winston and they 
have two children, Grace and Leroy. 




Henry F. Kling. 




Fr.\nk Ellsworth Kennedy. 



Frank Ellsworth Kennedy 

MR. FRANK ELLSWORTH KENNEDY was 
born at Waverly, Illinois, December 28, 1861. 
His father, Fletcher Kennedy, was born in 
Pennsylvania, and his mother, Eva Rutledge, was a 
native of Illinois. Both his father and mother are dead, 
having passed away near Waverly — the first in April, 
1868, and the latter in June, 1865. 

Mr. Kennedy began his education in a country school 
in Prospect, Sangamon County, and continued in the 
high school at Waverly, finishing at the college in 
Jacksonville, where he attended four years. 

He taught his first school in Sciota, six months ; 
Prospect, six months ; Lowder, fourteen months ; 
Waverljr High School, tliree years; Virden High 
School, three years ; Girard High School, forty months ; 
and then began his work at the Springfield Grammar 
School as principal, where he has been for nearly si.x 
years. He has charge of the Lincoln School, with ten 
teachers and four hundred pupils. 

He is a member of the Illinois State Teachers' Asso- 
ciation, the Illinois State Teachers' Reading Course 
and the Central Illinois Teachers' Association, and 
belongs to the Baptist Church. 

In September, 1889, he married INIiss Olive Fisher, 
and the}' have five children — Luther, Fletcher, Pauline, 
Ivan and Wendell. 

He is vice-president of the Lincoln jNIanual Train- 
ing Workshops for colored boys and girls. His special 
study has been the training of the boys, so that the men 
of the coming generation may be better citizens than 
those now in both political and private life — " men 
whom we can trust," to quote his own language. 



642 



Mrs. W. C. H. Keough 

THIS lady, one of the most valued and efficient 
members of the Chicago Board of Education, has 
for years devoted her time and excellent talents 
to the advancement of the public weal, and her splendid 
work has borne most substantial results. As a public 
lecturer she has achieved marked success. For the past 
two years and up to the present she has lectured under 
the auspices of the Anti-Saloon League, and has done 
much to advance the cause of temperance. Her hus- 
band, Mr. W. C. H. Keough, is also a lecturer of no^te, 
as well as a successful lawyer and author. He is also 
dean of a law school. 

^Irs. Keough was born December 22, 1867, in Chicago, 
Illinois, her parents being Simeon Baldwin and Kath- 
erine (Drury) Baldwin, natives, respectively, of Massa- 
chusetts and Maine. Both are deceased, the former 
having died in 1889, the latter in 1902. The splendid 
education she possesses was gained from the Sisters of 
Mercy; the Sacred Heart Convent; the Illinois Col- 
lege of Law, and the Lincoln-Jefferson College of Law 
and University, Indiana. From the latter she received 
the degrees of LL.B. and H.L.D. 

Mrs. Keough is a member of the Woman's Catholic 
League, the Temperance Union of Ravenswood, the 
Women's Christian Temperance Union, the Catholic 
Total Abstinence Society, the Daughters of Temperance, 
the Woman's City Club, the Children's Day Association 
and the Roman Catholic Church. She was author of 
" Chicago As Seen by Herself," published in McClurc's 
Magazine — a clever production that won due apprecia- 
tion. She, her husband, and son, William J. Keough, 
reside at 1233 Dearborn avenue, Chicago. 




/ 



/ 



Mrs. W. C. H. Keough. 




Elmer L. Kletzing 

PRINCIPAL of the Hayt School, Chicago, and for a 
quarter of a century a prominent Illinois educator, is 
well known as an advocate of the principle that " sug- 
gestion is a powerful psj'chological factor in education." 
His efforts to elucidate and develop this principle through 
a series of experiments made in his school for a num- 
ber of years have been notably successful. By the cre- 
ation of a " suggestive atmosphere " in connection with 
the nature-study work, he has found that this method 
of education is not only far superior to the antiquated 
system of forcing the child to study, but also to the 
more recent plan of teaching the child through well- 
directed play. The introduction into his school of 
scientific experiments, as silk-worm culture, apiaries, 
gardening, the telegraph and telephone, and out-of-door 
bird study, has shown that this method is not only of 
incalculable value in awakening an interest in the dryer 
academic subjects, but teaches the child to become not 
merely an imitative, but a thinking, animal. Our mod- 
ern system of education, Mr. Kletzing maintains, fails, 
in that a large proportion of our boys and girls leave 
school without the power of original thought or initia- 
tive, and become inactive and inefficient citizens. He 
emphasizes the growing necessity for a better class of 
citizens to meet the problems of the further exhaustion 
of our resources of soil and fuel, as well as that ever- 
present problem of the uplift of humanity. His per- 
sonal active interest in the latter problem shows that 
his educational efforts are not confined to the school- 
room alone, but extends to the community and State 
in which he lives. 



Elmer L. Kletzing. 



643 



Charles W. F. King 



IN the profession of public school educator, which he 
has chosen as his life vocation, jNIr. King is achiev- 
ing notable success, and the outlook for his future 
is of the most propitious character. He is a native of 
this State, having been born September 24, 1882, at 
Girard, Illinois, son of C. A. King, a native of Palnwra, 
Illinois, who is now living at Divernon, Illinois, and 
A. E. M, King, native of Girard, Illinois, who deceased 
May 17, 1901, at x\shniore, Illinois. He received his 
education in the public schools of Good Hope, Illinois, 
Cofifeen, Illinois, and Dewitt, Illinois ; the Lincoln Uni- 
versity Academy, the Eastern Illinois State Normal 
School, James Milliken University' Academy, from 
which he graduated in 1905, and the James Milliken 
University, graduating from the latter in 1909 with 
the degree of Bachelor of Arts. His first school was 
at St. Omar, Coles County, Illinois, where he taught 
two months ; his next at Boneset, Illinois, where he 
taught five months, and then he served for six months 
at South Lexa, Illinois ; Greenwood, Illinois, two 
months ; the high school at Greenfield, Illinois, one 
year, and for a year has been principal of the high 
school at Franklin, Morgan Count\-, Illinois. 

Mr. King is a member of A. F. & A. Masons, of the 
Modern Woodmen of America, Order of Odd Fellows, 
and the Presbyterian Church, and enjoys an excellent 
name and reputation in educational circles. 



Kate Starr Kellogg 

MISS KELLOGG has long been familiarly and 
prominently known in educational circles, 
both local and national, and her ability has met 
deserved recognition. In the training of the young her 
long and valuable experience has given her knowledge 
of the best and most effective methods for securing the 
most desirable results, as her successful career has 
amply demonstrated. 

Miss Kellogg was born in Bridgewater, New York, 
her parents being Harriet B. (Scott) and John L. Kel- 
logg, M.D., the latter a prominently known physician. 
Leaving the Empire State at an early age, she accom- 
panied her parents to Chicago, and was here educated 
in both public and private schools, including a course 
in Professor Babcock's school. Later a term at the 
Cook County Normal, from which she graduated in 
1873. Her first experience as a teacher was in the 
preparatory department of the Cook County Normal 
school, and, at the close of her service there, she became 
principal assistant of the Springer school, Chicago. 
In 1884 Miss Kellogg was appointed principal of the 
Lewis Champlain school, and retained that position up 
to 1906, when she became principal of the Normal Prac- 
tice School. In 1909 she became district superintendent, 
a place her experience and natural talents admirably 
equip her for. 

Miss Kellogg is an active member of the N. E. A., 
the Chicago Principals' Club, the Chicago Woman's 
Club, Englewood Woman's Club, and the Ella F. Young 
Club. Her labors for the advancement of educational 
matters and social life have been of the most appreciable 
character. 



John A. Long 



THIS gentleman is a veteran in the public school 
service, having been actively engaged therein for 
upwards of a quarter of a century, and he has 
long been a recognized authority in educational affairs. 
He is a native of the Buckeye State, which has fur- 




Ch.arles W. F. King. 



nished the country so many valuable educators, having 
been born in Sharon, Ohio, February 24, 1863, when 
the Union was in the throes of its terrible internecine 
war. His parents, William and Mary Long, were both 
born in Pennsylvania and are deceased, the latter hav- 
ing died in 1869, the former in 1898, in Sharon, Ohio. 
His primary education was secured in the country 
schools of Zanesville, Ohio, following which he attended 
the high school of that city, the Ohio State University, 
the Ohio Wesleyan University, from which he gradu- 
ated in 1888 with the degree of A.B„ and later per- 
formed a year's post-graduate work in the LTniversity 
of Chicago. After teaching country schools for three 
years he tavight in Lucasville, Ohio, two years ; Ports- 
mouth (Ohio) high school two years; was principal of 
the high school at Lancaster, Ohio, one year ; in a 
similar position in Chillicothe, Ohio, two years ; and 
superintendent of the same school three years ; was 
superintendent of schools of Streator, Illinois, seven 
years ; superintendent at Joliet. three years, and for the 
past two years has been superintendent of the Moseley 
School, Chicago. This fine school building is located 
at Michigan avenue and Twenty-fourth street, where 
Mr. Long has a staff" of fifteen competent teachers 
and an enrolment of over seven himdred pupils. 

Mr. Long is an esteemed member of the National 
Education Association, the Illinois State Teachers' As- 
sociation, Central Illinois Teachers' Association, the 
Northern Illinois Teachers' Association, of which he 
had the honor of being president in 1905, and the 
Masonic Order. June 16, 1896, he was married to Miss 
Margaret Warwick, and they have two children, John 
Warwick and Frank A. Long. All are attendants 
of the Methodist Church, and reside at 6064 Woodlawn 
avenue, Chicago. 



644 



James Lyons 



IT is recognized that tlie public schools of Joliet are 
among the best regulated in the State, and that the 
standard maintained in them is excelled by none. 
The Board of Education, comprised of men of expe- 
rience and ability, is in a large degree responsible for 
this happy state of affairs. 

One of the hardest, most zealous workers for the pub- 
lic's good in matters educational is James Lyons, who 
is also an advocate for all things promulgated for the 
city's welfare. Mr. Lyons is a native of Joliet, whose 
interest he has done so much to promulgate, and was 
educated in the schools of that city. His parents were 
John and Susan Lyons, natives, respectively, of Ireland 
and Will County, Illinois, and both now deceased, the 
former having died in 1904, the latter in 1884. Twelve 
years ago he was elected a member of the Board of 
Education, in which capacity he performed splendid, 
most substantial and generally satisfactory service, and 
since April, igo8, he has oiificiated as president of the 
Board. Under his regime many improvements have 
been advised and introduced to the betterment of the 
public school service. 

In 1886 Mr. Lyons was married to Miss Mary Rogan, 
a talented lady, and they have had six children, of whom 
three are living, viz. : Albert, Harold and James. 

Elmer Ellsworth Laws 

THE rural schools of the Prairie State have been 
developed to a remarkably high standard of excel- 
lence, and their standing will compare most favor- 
ably with the city schools. One of the most enthusiastic 
of those engaged in rural school work is Elmer Ells- 
worth Laws, who has labored in the educational iield 
for the past twenty-six years. He takes pride and 
delight in the development of rural schools and his 
untiring efforts have been a valued factor in their 
progress and usefulness. 

Mr. Laws was born September 12, 1866, in Lewis- 





Elmer Ellsworth Laws. 



J.\MEs Lyons. 

town Township, Fulton County, Illinois, son of William 
H. Laws, a native of Brownsville, Ohio, who died Feb- 
ruary 12, 1909, and Sarah (Chapin) Laws, native of 
Illinois, who died January, 1888, in Lewistown, Illinois. 
She was a member of the noted Chapin family of 
Massachusetts Bay Colony. President Taft's grand- 
mother was a member of the same family. 

The excellent education possessed by Mr. Laws was 
secured in common schools, by private instruction and 
through correspondence schools ; but by far the greater 
part by " burning the midnight oil." He has made a 
special study of American and foreign history, also of 
civil government. He taught for twenty-three years in 
rural schools, was principal of the Bernadotte School 
for three years and for a similar period was assistant 
in the county superintendent's office, Fulton County, 
Illinois. He achieved phenomenal success as principal 
of the New Hope School, Lewistown, Illinois, making 
it one of the best-equipped schools in the State. This 
school was the first Fulton County school visited by 
Assistant State Superintendent Hoffman. Mr. Laws 
receives the highest salary of any teacher of rural 
schools in Fulton Count}', and besides being well 
equipped as a teacher he has a good knowledge of law, 
having studied law three years when a young man. 

Mr. Laws is a member of the Illinois State Teachers' 
Association, the Illinois Principals' Reading Circle, 
Knights of Pythias, Modern Protective League, Sons 
of Veterans, and the American Federation of Labor. 
He has taken an active part in politics, has been a dele- 
gate to many Republican conventions and served as a 
United States census enumerator in 1900 and 1910, and 
has served as Republican central committeeman. He 
has served as reporter for various city papers and is a 
writer of force and ability. Since June, 191 1, Mr. Laws 
has had charge of the department of pioneer history 
for the Canton Daily Register, and has made that de- 
partment one of the noted features of that great daily. 
On May 14, 1890, he was married to Miss Katie E. 
Whitehead, and they have four children, John L., Ora 
L.. ]Mable L. and Carrie E. 



645 



Eli Gilbert Lentz 

MR. LENTZ has beeen a member of the noble 
army of public educationalists in Illinois for the 
past ten years and has earned an enviable reputa- 
tion as a teacher of pronounced ability and most com- 
mendable methods. He is a native of the State, having 
been born at Wolf Creek, Illinois, May 27, 1881, and 
his parents, Eli and Lydia Hare Lentz, were also natives 
of Illinois. Both are deceased, the former having died 
at Creal Springs, Illinois, in March, 1894, the latter at 
Wolf Creek, Illinois, in May, 1907. He was educated 
in the country schools at Wolf Creek, Illinois, the 
graded and high schools of Creal Springs (111.), Creal 
Springs College, the Southern Normal School, Val- 
paraiso University and the University of Illinois. His 
first school was in Porter County, Indiana, where he 
remained one year, and after this he was for three 
years at Creal Springs, Illinois ; two years at Carter- 
ville, Illinois, and for the past four years has been in 
the high school and city schools at Marion, Illinois. He 
is superintendent of five schools, forty-two teachers and 
1,840 pupils, and he makes history a special branch of 
study. 

Mr. Lentz is a member of the Illinois State Teachers' 
Association, the Southern Illinois Teachers' Associa- 
tion, the Masonic Lodge and the Baptist Church. On 
April 2, 1904, he was married to Miss Lulu Gillespie, 
and they have four children, Agnes, Ruth, Lula Blanche 
and Gilbert. 

Frank J. Loesch 

AMONG the men who have given their services to 
the upbuilding of the public school system of the 
city of Chicago is Frank J. Loesch, who was ap- 
pointed a member of the Board of Education of that 
city in July, 1898. 

Frank J. Loesch was born in Buffalo, New York, 
April 9, 1852, son of Frank Loesch, native of Baden, 
and Maria Fisher Loesch, born in France. The son was 
given his elementary training in the schools of Buffalo, 
in public, private and church schools. He was granted 
a diploma of graduation, class of 1868, from Public 
School No. 16, Buffalo, for excellence of school work, 
though leaving school two months before graduation. 
He received the LL.B. degree from Northwestern Uni- 
versity in 1874, after three years' study in Union College 
of Law, and was admitted to the bar of Illinois on Sep- 
tember 8, 1874, since which date he has practiced law in 
Chicago. In i8g8 he was appointed a member of the 
Board of Education, Chicago, and reappointed in 1901, 
but resigned in November, 1902. He was president of 
the Chicago Bar Association during 1906-1907. 

On October 2, 1873, Mr. Loesch was married to Miss 
Lydia T. Richards, of Elgin, Illinois, and they have four 
children, Angeline Loesch Graves, Winifred Loesch 
Marx, Richards L. Loesch and Joseph B. Loesch. 

John L. Lewis 

THE above named gentleman has been engaged in 
educational work for upward of a quarter century, 
and has done valuable service in both hemispheres. 
John L. Lewis was born in Rhyl, North Wales, son 
of Ben. Lewis, also a native of Rhyl, who deceased in 
June, 1906, and Helen Lewis, borii in Rotherham, York- 
shire, England, who is still living. The splendid educa- 
tion he possesses was secured in the public schools of 
Manchester and other English cities, the Borough Col- 
lege, of London, and Oxford and Victoria Universities. 
He first taught from 1878 to 1882 in a Manchester 
(Eng.) School; again, from 1885 to 1888, in the same 
city, and then came to the United States, settling in 
Chicago, where he first officiated as principal of the 
J. L. Marsh school, and next went to the Fuller school, 
and in 1907 became principal of the Raymond school, in 
which he has a large corps of teachers and a heavy enrol- 




WlLLIAM Y. LUDWIG. 

ment of pupils. He is thoroughly progressive in his 
methods and affairs are managed with the most satis- 
factory results. 

In 1893 Mr. Lewis was married to Miss Nellie Kauf- 
man, a lady of charming personality, and they have two 
bright little daughters — Helen and Lillian. 

William Y. Ludwig 

THE schools of Vermilion County are among the 
best managed of any in Illinois, and while under 
the supervision of Mr. Ludwig a most effective 
system of discipline was developed. He was untiring in 
laboring for the betterment of the schools in his charge, 
and his efforts won for him the most favorable com- 
ment of the educational fraternity. 

William Y. Ludwig was born in Amityville, Pennsyl- 
vania, son of W. V. R. and Mary (Jones) Ludwig, both 
natives of the Keystone State, the former of whom is 
still living, while the latter deceased February 17, 1876, 
at Catlin, Illinois. He received a sound public school 
education, and also took a two jrears' course at the 
Indiana Normal College, at Covington, Indiana. He 
first taught in the schools of Vermilion County for four 
years, then for two years in Buffalo County, Nebraska, 
then returned to Vermilion County where he taught four 
years more, following which he was for seven years 
assistant superintendent of schools of Vermilion County, 
and then became county superintendent of schools there. 
In this position he had charge of 236 schools, 437 teach- 
ers and 16,000 pupils. He now occupies the position of 
Statistician in the office of the State Superintendent of 
Public Instruction at Springfield, a department created 
at the last session of the legislature. 

Mr. Ludwig holds membership in the National Edu- 
cation Association, the Illinois State Teachers' Associa- 
tion, the Masonic Order, being a 32 degree Mason and a 
Knight Templar, and is also a member of the Knights 
of Pythias and the Kimber Methodist Church, and in 
him his profession has a most earnest, enthusiastic 
advocate. 



646 



Jackson G. Lucas 

FOR a period extending over a quarter of a century 
the above named gentleman has been engaged in 
educational work in connection with the public 
schools of Illinois, and his experience, education and 
ability have developed in him a most valuable and effi- 
cient school official. 

Jackson G. Lucas was born in the town of Flora, Boone 
County, Illinois, July 9, 1847, son of Moses and Merinda 
(Cochrane) Lucas, natives of Indiana and Maine, 
respectively, and both now deceased, the former having 
died in Boone County, Illinois, in March, 1848, the lat- 
ter on April 4, 1873. He was educated in the common 
schools, the Belvidere (111.) High School and the Illi- 
nois State Normal University, at Normal, Illinois. He 
was first a teacher in the common schools in DeKalb 
and Boone counties, Illinois ; tjien became principal at 
Kirkland, Illinois, for five years ; principal at Kingston, 
Illinois, five years ; superintendent of city schools at 
Belvidere nine years ; county superintendent of schools 
of Boone County, Illinois, four years, where he had 
under his jurisdiction over seventy schools, 125 teachers 
and 3,200 pupils. Owing to broken health, iVIr. Lucas 
has given up active school work, and is now in Cali- 
fornia. 

Mr. Lucas is a member of the National Education 
Association, the Illinois State Teachers' Association, 
Illinois State Teachers' Reading Circle, Northern Illi- 
nois Teachers' Association, the Masonic fraternity, Royal 
Arcanum and the Methodist Church. On August 29, 
1872, he was married to Miss Margaret Simpson, and 
their family comprises six members : Bessie M., Horace 
M., Paul J., Max M., Marjorie and Kent Lucas. 

John H. Loomls 

MR. LOOMIS, deceased, ever manifested an active 
interest in the cause of education, and his high- 
est reward was to see its advancement. He was 
born August 9, 1841, at Sandy Hill, New York, son of 





John H. Loomis. 



Jackson G. Lucas. 

Osmyn Loomis, native of North Granville, New York, 
who died in Lowell, Michigan, and Jane (Cadwell) 
Loomis, native of Albany, New York, who died in 1862. 

John H. Loomis was educated in district schools in 
New York State and in Michigan, the Michigan State 
Normal School, Shurtlefif College and the University of 
Michigan, where he took a law course. He was ad- 
mitted a member of the Ohio bar. As a teacher his 
experience included four terms in Michigan and two in 
Illinois in district schools. In the latter State he taught 
in a little, old brick schoolhouse south of Winchester, 
Scott County, the place where Stephen A. Douglas began 
his public life in Illinois. There he spent one year 
tutoring and one and one-half years in the agricultural 
college at Irvington, Illinois ; was superintendent of 
schools seven years at Napoleon, Ohio ; was for thirty- 
one years principal of the Wells School, Chicago, and 
then he became principal of the McLaren School, Chi- 
cago, retaining this position up to the time of his de- 
mise, which occurred February 7, 191 1, at the age of 
seventy years. His life was one of continuous effort 
in the cause of education, arid he died honored by all 
who knew him. 

During the Civil War Mr. Looinis was in the Second 
Michigan Cavalry, on detachtnent duty. 

The Loomis family has furnished nearly one thousand 
soldiers from the time of the Pequot War to the present 
time, and the old homestead at Windsor, Connecticut, 
contains many quaint relics. This old home is now the 
site of the Loomis Institvite, with an endowment fund 
of $2,000,000. 

Mr. Loomis was a member of the Chicago Principals' 
Club, the George Howland Club, National Geographical 
Society, the Masonic Order, Society of Colonial Wars, 
was formerly president of the Illinois branch of the 
Sons of the American Revolution ; he also was military 
analyst of the Loomis Genealogical Association, and was 
a member of the Baptist Church. December 24, 1869, 
he was married to Susan A. Foster, of Keene, New 
Hampshire, by whom he had three children. He is 
survived by his widow and a son, Fred Foster Loomis. 



647 



Antonio Lagorio 



THIS gentleman has long been interested in Chi- 
cago's educational affairs, and in many ways has 
contributed to the city's welfare and advancement. 
He has given unselfish devotion to advancing the stand- 
ard of city government and his services have met with 
due appreciation. 

Antonio Lagorio was born in Chicago, March 6, 1857, 
son of Francisco and Petrina Lagorio, both natives of 
Genoa, Italy, and both deceased, the former having died 
in Chicago, January 29, 191 1 ; the latter in Genoa, Italy, 
on December 17, 1909. His early education was obtained 
through attending primary schools and by taking an 
academic course in Genoa, Italy. On his return to Chi- 
cago he entered Rush Medical College, from which he 
was graduated in 1879. Later on he performed post- 
graduate work in Rome and Paris, making a special 
study of the discoveries of the great Pasteur. In 1890 
he founded the Chicago Pasteur Institute, which has 
gained international fame, and he has been director of 
this splendid institution from its foundation to the pres- 
ent time. In 1897 he was honored by the late King 
Humbert with the Cross of Chevalier of the Crown of 
Italy, and in 1909 was again honored by King Victor 
Emanuel, who created him an officer of the same order. 
In 1896 Doctor Lagorio was appointed a member of the 
Board of Inspectors of the House of Correction by 
Mayor Swift, also of the Chicago Public Library' Board, 
in 1906 by Mayor Dunne, and in 1909 was reappointed to 
the latter board by I\Iayor Busse. He is a member of 
the American Aledical Association. Chicago Medical 
Society, Physicians' Club and Fellow of the Academj' 
of Medicine. In 1880 he was married to Miss Carlotta 
Puccio, who died February 5, 191 1, and they had 
three children — Mrs. Marie. Bruno, Dr. Francis Am- 
brose and Louis Lagorio. 





Leslie Lewis. 



Antonio Lagorio. 

Leslie Lewis 

MR. LEWIS has been engaged in educational work 
for over half a century and has distinguished 
himself by his advanced methods and his execu- 
tive ability. 

Leslie Lewis was born December 10, 1838, in Decatur, 
Otsego County, New York, his father being Corydon 
Spencer Lewis, a native of Connecticut, who died in 
1893; his mother, Catherine (Bogardus) Lewis, a 
native of New York, whose death occurred in 1886. 
His first studies were performed in an old log school- 
house in Stephenson County, Illinois, and after this he 
attended several elementary schools and the Freeport 
high school, graduating from the latter in 1859. "This 
earlj' training was supplemented with courses in 
Phillips Academy, Andover, Massachusetts, from which 
he graduated in 1862, and Yale Lfniversity with gradu- 
ation in 1866. Through post-graduate work at Yale he 
obtained the degree of jNIaster of Arts. 

Mr. Lewis first taught in a village school in Stephen- 
son county, Illinois, then was principal of the Freeport 
grammar school in 1859-1860; principal of the Wauke- 
gan Academy in 1866-1867; principal of the Dearborn 
school, Chicago, from 1868 to 1876; superintendent of 
the Hyde Park schools from 1876 to i8gg ; district 
superintendent from 1869 to 1905 ; and from the latter 
year to date he has been principal of the Charles Kos- 
minski school, where he has a stafif of twenty-one 
teachers and about nine hundred pupils. 

Mr. Lewis is a member of the National Education 
Association, the Illinois State Teachers' Association, 
the Northern Illinois Teachers' Association, the Chi- 
cago Literarj' Club, Masonic Order, Knights Templar 
and the Congregational Church. He has officiated as 
president of the Illinois State Teachers' Association 
and the Northern Illinois Teachers' Association. In 
1868 he was married to Miss Mary E. Waterman, of 
Grafton, Massachusetts, and the\' have had three chil- 
dren, of whom two are living, namely : Mary Catherine 
and Susan Whipple Lewis. 



648 



Daniel R. Martin 

FOR more than the average Hfetime of mortal the 
above named gentleman has been actively engaged 
in the public'school service, and for the last quar- 
ter century he has been located in Chicago, where his 
merits have won due recognition. 

Daniel R. Martin was born in Williamston, Vermont, 
of old New England stock, his parents both being na- 
ttives of the Green Mountain State. His mother died 
at Williamston, in October, 1846, and his father de- 
ceased in the same town, on July 7, 1874. He was 
educated in the public schools of his birthplace ; the 
State Normal School, at Randolph, Vermont ; Phillips 
Exeter Academy ; Williston Seminary, Easthampton, 
Massachusetts, from which he graduated in 1874 ; Am- 
herst College, and Cornell Universit3', at Ithaca, New 
York. He first began teaching in country schools in 
Vermont in 1870, came to Illinois in 1876, and taught 
for a year at Palatine, this State. From 1877 to 1878 
he taught at Bloom, Illinois; from 1878 to 1881, at 
Kensington, Illinois, and in the latter year he organized 
the Pullman schools, with which he has ever since been 
identified, and under his leadership they have developed 
to a high degree of efficiency. 

Mr. Martin is a member of the Masonic Order, Royal 
Arcanum and the Episcopal Church. On May 17, 1888, 
he was married to Miss Clara C. Campbell, and they 
have had four children, of whom but one, their daugh- 
ter, Katherine, survives. 

Hugh Stewart Magill, Jr. 

MR. M'AGILL, principal of the Princeton (111.) 
Township High School, has had extended expe- 
rience in pedagogical work and is an educator 
of recognized ability. Besides being a teacher, he is 
known throughout the State as a public speaker and 
lecturer on subjects of general interest. He is at 
present state senator from the Thirty-seventh Sena- 
torial District. Entering the campaign in 1910 as a 





Hugh Stewart Magill, Jr. 



Daniel R. Martin. 



progressive Republican, he appealed to the voters in 
behalf of cleaner politics and better government, made 
over twenty-five speeches, and was nominated by a 
large majority. At the election he received more than 
twice as many votes as his opponent, in spite of strong 
opposition by special interests. During the session of 
the Forty-seventh General Assembly (as chairman of 
the Civil Service Committee) he secured the passage of 
the four laws which made the greatest advancement in 
merit legislation, and assisted materially in promoting 
numerous progressive measures passed bjf the Senate. 

Mr. Magill was born in Sangamon County, Illinois, 
December 5, 1868. His father, of Scotch descent, and 
his mother, a native of New England, came to Illinois 
in 1856, settling on the prairie, where they established 
a home in which they have since lived, and where they 
reared a large family. His father was a personal friend 
of Abraham Lincoln, also of the war governor, Richard 
Yates, and was a staunch supporter of the Union cause. 
^Ir; Magill grew up on the old homestead, where he 
received that training in rugged, hard work that is so 
valuable in the developing of sterling character. At 
the age of nineteen, after completing his studies in the 
common and high schools, he taught a country school, 
and by hard work prepared himself for college. In 
1889 he entered Illinois Wesleyan, at Bloomington, 
from which he graduated in 1894 with the degree of 
A.B. During his college course he won numerous 
prizes in oratory, including the first prize in the Illinois 
Intercollegiate Oratorical Contest, which made him the 
representative of Illinois in the Interstate Oratorical 
Contest. 

In 1894 Mr. Magill was elected superintendent of 
schools at Auburn, Illinois. He remained there for 
four years, and then was elected principal of a graded 
school in Springfield, Illinois. Succeeding this, he was 
promoted to the assistant principalship of the Spring- 
field High School, which he held for four years. In 
1904 he was elected principal of the Princeton High 
School at a salary of $1,850, and this position he still 
retains, his present salary being $2,700. 



649 



Frank Lester Miller 

IN this gentleman, who is superintendent of schools 
at Harvey, northern Illinois has one of its ablest 

and most experienced public school representatives. 
He has under his management live schools, twent5--seven 
teachers and some twelve hundred pupils, and his meth- 
ods are such as to procure the most beneficial results. 

Mr. Miller was born in Fayetteville, Tennessee, his 
parents being the Rev. Abraham Raper Miller and Eliza- 
beth (Grant) Miller, both natives of Ohio, the former 
of whom died in Carroll, Ohio. March, 1893, and is sur- 
vived by his widow. He was given a sound education 
through studies in the public schools of Franklin 
County, Ohio, Clintonville, Midway, Hilliards, Lewis 
Center, Ohio ; the Ohio Central Normal School, at 
Worthington, and the Ohio Wesleyan University, gradu- 
ating from the latter in 1882 as an A.B., and in 1885 was 
granted the M.A. degree. He also is a post-graduate 
student of the University of Chicago. The schools he 
has taught in include those of Good Hope, Gahanna, 
and Jeffersonville, Ohio ; and LaGrange Seminary, 
Georgia. Since 1S92 he has been stationed at Harvey, 
Illinois, where his labors have been productive of the 
most substantial results. 

Mr. Miller is a member of the National Education 
and the Illinois State Teachers' Associations, and is a 
member of the Northern Illinois Teachers' Association, 
the Odd Fellows, and the Methodist Episcopal Church. 
On June 29, 1882, he was married to Miss Lucy May 
Bragg, of Logan, Ohio, and they have two sons, Paul 
Huston and Foss Potter Miller. 




Frank Lester Miller. 




Charles Henry Maxson. 



Charles Henry Maxson 

MR. MAXSON has been engaged in educational 
work for the past twenty-two years and his 
worth and ability have been widely' recognized 
and appreciated. He is a native of New York, having 
been born in Portville, that State, November 9, 1867, 
son of Sanford L. and Nancy Jane (Coon) Maxson, 
both natives of the Empire State, and both still living. 
He received his elementary education in the schools of 
Alfred, New York, and then attended the Albion Acad- 
emy and Normal Institute and the LTniversity of Wis- 
consin. From the latter he graduated in 1892 with the 
degree of Bachelor of Arts. From 1885 to 1888 he was 
an instructor in the business department of Albion 
Academy; from 1892 to 1893 was assistant in the high 
school at Waterloo, Wisconsin; from 1893 to 1899 
was school superintendent at Necedah, Wisconsin ; 
from 1899 to 1907 superintendent at Tomah, Wis- 
consin, and is now citj' superintendent of schools at 
Moline, Illinois, where he has charge of fourteen 
schools, one hundred and forty-three teachers and 
forty-two hundred pupils. He was State Institute 
Instructor in Wisconsin in 1897-1907; president of the 
Western Wisconsin Teachers' Association in 1906, and 
student instructor in chemistry in the University of 
Wisconsin in 1891-2. 

Mr. Maxon is a member of the National Education 
Association, the Illinois State Teachers' Association, 
and was secretary of the Wisconsin State Teachers' 
Association in 1900-02. He also holds membership in 
the A. F. & A. M., R. A. M., K. T., Consistory 32° 
A. O. N. M. S., and the Congregational Church. In 
1896 he was married to Miss Hilda Marie Hanson and 
they have three children, Leslie, Ralph and Alice. 



650 



Peter Alvin Mortenson 



FOR upward of twent\' years the above named has 
been identified with the public school system of Illi- 
nois, and he has ever maintained a high standard 
of excellence for his ability and the thoroughness of 
methods. He is a native of Wisconsin, having been 
born December to, 1869. 

Mr. Mortenson was educated in the elementary and 
secondary public schools, and also took courses in the 
Wisconsin and Chicago universities. He first taught 
school at ^lelvin, Illinois, for two years; next at Han- 
over, Illinois, for three years ; then for two years at 
Mascoutah, Illinois, and for the past fourteen years 
has been connected with Chicago schools, having been 
principal of the Key- Washington schools. He has pre- 
pared annual reports of the Chicago Parental School, 
has given special study to backward and delinquent 
children, and is peculiarly adapted for the position he 
now occupies, that of superintendent of the Chicago 
Parental School, an institution for truant and incor- 
rigible boys, maintained by the Board of Education. 

Mr. Mortenson is a member of the National Educa- 
tion Association and the Illinois State Teachers' Asso- 
ciation. In 1894 he was married to Miss Josephine 
Johnson. Thej' have one child. Hazel Jeannette, and 
reside at 5350 North St. Louis avenue, Chicago. 

James Burton Me Fatrich 

JAMES BURTON McFATRICH, president of the 
Chicago Board of Education, was born April 4, 
1862, at Lena, Illinois, son of James and Martha 
McFatrich, native of Pennsylvania and Illinois, respect- 
iveli', and both of whom are deceased. 

Doctor McFatrich received his elementary training in 
the common and high school of Lena, Illinois, and in 
the Upper Iowa University, Hahnemann Medical Col- 
lege, and Bennett College of Medicine and Surgery. 
From LIpper Iowa he received the degrees of M.S., A.B. 





James Burton jMcFatrich. 



Peter Alvin Mortenson. 

and A.M. ; from Hahnemann and Bennett the M.D. 
degree. 

Doctor McFatrich as the head of the Chicago Board 
of Education has proved himself a man of wide per- 
ception and of broad views, and his keen business sense 
is responsible for many innovations in the school system 
of Chicago, being in favor of the use of school buildings 
as social centers by the pupils after school hours. 

At the expiration of his first term as president of the 
Board of Education, Doctor McFatrich was unani- 
mously reelected. In his address on that occasion he 
verj' clearly outlined his views of what the training of 
the youth of to-day should consist. In part, he said : 
" Our business as a Board of Education is to determine 
what the children require for their foundation. If I 
had my way, they would learn how to Read, Write and 

SPELL and intelligently figure They would 

be taught how to intelligently play. . . . They would 
have lessons on American patriotism, home and iDusiness 
life in America, short biographical sketches of men who 
sacrificed their lives that the Stars and Stripes might 
float. . . . Their spelling-books would be filled with 
American names, and everything that was used, made, 
grown and mined in America. 

"... To-day the boy of eighteen is looking for 
anything. ' Anything ' is a hard position to find. On 
the other hand, at eighteen with a vocational course 
finished, if the boys or girls wished to finish at high 
school, they would have mastered a vocation that would 
enable them to work their way through school and then 
college. . . . The forenoon of the first year would 
be in the regular school ; the afternoon would be in the 
bank, commercial house, store or office of the many 
philanthropic citizens of Chicago. The next year they 
would attend the school in the afternoon and do this 
vocational work in the morning. With the employer, 
he would have two employees for one-half day each, 
instead of one for all day, and the struggling widow 
and mother would have a self-supporting member of 
the family. Theoretical? Visionary? Yes; but abso- 
lutely practical. 



651 



Sarah A. Milner 

PRINCIPAL of the Madison School, located on 
^Madison avenue, between Seventy-fourth and Sev- 
enty-fifth streets, Chicago, has been engaged in 
public school work for about forty years, and her effi- 
cient services have gained universal commendation in 
educational circles. She is possessed of a pleasing, mag- 
netic personality, and never fails to secure the full con- 
fidence and esteem of her pupils, thereby being enabled 
to achieve the best and most satisfactory results. 

Sarah A. Milner was born August 15, 1844, at Adams, 
Jefferson Count}', New York, her parents being John 
and Julia (Benton) Fay, natives, respectively, of Ver- 
mont and New York, and both now deceased, the former 
having died January 22. 1880, the latter, January 13, 1S65, 
both at Waukegan, Illinois. She was educated in the 
public schools of Lake County and at Waukegan Acad- 
emy, and first taught in the country schools of Lake 
County. Before going to Chicago she taught in schools 
at Waukegan and Aurora, Illinois. In her present posi- 
tion of principal of the Madison School she has a staff 
of twenty-one assistants and an enrolment of seven 
hundred pupils. 

i\Irs. !^Iilne^ is a member of the National Education 
Association and the Ilinois State Teachers' Association, 
and is now a member of the Ella Flagg Young Club, 
the Order of Eastern Star and the LTniversalist Church 
at Woodlawn. On January i, 1871, she was married to 
James W. JNIilner, and they have had two children, ot 
whom but one, Fav ]\Iilner, survives. 



B. C. Moore 

THE public school system of Illinois has an able 
exponent in this gentleman, and many owe the 
excellence of their education to the forceful instruc- 
tion that characterizes his methods. B. C. Moore was 
born at Pleasant Hill, Illinois, in 1S70, son of James W. 
and Josephine Moore, both natives of Missouri. The 





B. C. ^MOORE. 



Sar.vh a. Milner. 



father died in September, 1910, and the mother is still 
living. Mr. Moore is the fifth of a family of eleven chil- 
dren. 

Mr. IMoore's preliminary education was secured in 
rural schools of Pike County, Illinois, and the graded 
and high schools of Pleasant Hill, Illinois. He entered 
school at the age of nine, secured a teacher's certificate 
at seventeen and taught three terms in rural schools in 
his native county. Having decided on teaching as his 
profession, he entered the Illinois State Normal LTni- 
versity in the spring of 1890. where he continued, with 
little interruption, more than three years, completing 
credits for four years' work. He graduated in June, 
1894. During his senior year he was one of the four 
chosen as room principals in the Model training school. 
While in school he was president of the Y. M. C. A. 
for one j'ear. He has pursued special courses in the 
University of Illinois and in Harvard L^niversity. He 
holds an Illinois State Teachers' Life Certificate. As 
superintendent he has presided over the schools of 
IMackinaw, Lewiston and Lexington, Illinois, a total of 
nearly thirteen years. In the fall of 1906 he was elected 
county superintendent of ^McLean County, and was re- 
elected in 1910 with a large plurality. 

Mr. ^loore is a member of the National Education 
Association, the Central Illinois Teachers' Association, 
the Illinois County Superintendents' Association, the 
Illinois Rural Teachers' Association, the ilasonic Order, 
Knights of Pythias, the JModern Woodmen, the ^Mutual 
Protective League and the Baptist denomination. He is 
superintendent of a Sunday-school and township Sun- 
day-school president. He is a frequent contributor to 
the Social S'czi'S and other educational periodicals, and 
for thirteen consecutive summers, from the time of his 
graduation to the time of his election, was employed as 
instructor in one or more institutes. 

On June 25, 1896, Mr. Moore was married to ^liss 
Nettie Vera Search, of Mackinaw. Illinois, who has also 
been a student of the Normal University, and they have 
three sons, Wavne S., Byron R. and Donald C. 



652 



Nellie Anna Moore 

THIS lady, principal of schools at Pittsfield, Illinois, 
is popularly known in scholastic circles and has for 
twent.v years been an indefatigable worker in the 
educational field. Her personal magnetism and scholarly 
gifts ha-\-e endeared her to all with whom she has been 
associated, colleagues and pupils alike. 

Miss jNIoore was born September lo, 1870, in Pittsfield, 
this State, her parents being William H. ^loore, a native 
of Rochester, New York, who died October 13, 1908, 
and Sarah J. Moore, a native of Pittsfield, Illinois, who 
is still living. Miss Moore is largely self-educated, but 
also was a pupil in the graded schools and the high 
school at Pittsfield, graduating from the latter in 1889. 
She also attended six summer terms at the University 
of Illinois. Since beginning professional work, she 
taught for a term in a country school in Pike Count>', 
a term in Scott County, a term in the fourth grade, Pitts- 
field, a term in the seventh grade, Pittsfield, and for the 
past sixteen years she has been identified with the Pitts- 
field high school, acting there in the capacity of principal 
for the last six years. Her services have met with well- 
merited appreciation. 

Miss Moore is a member of the Illinois State Teach- 
ers' Association and the Christian Church, and she is 
held in high esteem by all with whom she is associated. 

James Gregory Moore 

THIS gentlem.an has long been activelj' and promi- 
nently identified with the cause of education in 
this State, and he is widel}- and most favorably 
known in scholastic circles. He is a native of Illinois, 
having been born May 8, 1870, in Augusta, his parents 
being Samuel R. and Jemima (Alter) Moore. The 
former, a native of Ohio, deceased at Quincy, Illinois, 
in 1910; the latter, a native of Pennsylvania, died at 
Huntsville, Illinois, in 1883. 

He first studied in the public schools of Huntsville, 
and then, successivelv, took courses in the Oberlin 




^Km ^ 





J.-\MEs Gregory AIoore, 



Nellie Anna Moore. 

(Ohio) Academy, Oberlin College, the Universit5' of 
Illinois, from which he graduated with the degree of 
A.B., and the University of Chicago. He performed 
post-graduate work in both the University of Illinois 
and the University of Chicago. He began his profes- 
sional career as teacher of rural schools (1892- 1894), 
this State; then, from 1895 to 1896, was principal of 
the high school at Augusta, Illinois. His next position 
was that of principal of the village schools at Hunts- 
ville, Illinois, where he served from 1894 to 1901, and 
from 1904 to 1906 he was school superintendent at 
Blandinsville, Illinois. Since the latter year he has 
been superintendent at Lexington, Illinois, where he 
presides over two schools, twelve teachers and four 
hundred pupils. He was elected president of the 
^McLean County Principals' Association, for the term 
1908-1910; was vice-president of the City Superin- 
tendents' Association of Illinois, 1908-1909, and was a 
member of the executive committee. Central Illinois 
Teachers' Association, term 1910-1911. ]Mr. Moore has 
taken a law course and was admitted to membership in 
the Illinois State Bar Association in 1902. He is a 
member of many educational associations, including the 
Illinois State Teachers' Association, Central Illinois 
Teachers' Association, National Education Associa- 
tion, Illinois State Academy of Science, National 
Society for the Promotion of Industrial Education, 
American School Hygiene Association, Illinois School- 
masters' Club and the State High School Conference 
Committee. He is affiliated with the Masonic frater- 
nitv. Knights of Pythias, Odd Fellows and ^ilodern 
Woodmen of America, is a member of the Y. M. C. A. 
and member of the Presbyterian Church. 

Mr. Moore has given considerable valuable contribu- 
tions to literature, being author of the following vol- 
umes : " The Science of Study," " Builders of the 
Prairie," " Child Verse," " Students' Outlines for Eng- 
lish Reading " and " German Conversation." In 1903, 
at Jilonmouth, Illinois, he was married to iliss Flora 
Powell, and they have four children, Gregorj', Albert, 
Sarah and Roilin Moore 



653 



Tecumseh Henry Meek 

THE educational field in Illinois has had a most 
successful and efficient worker and adherent in the 
above named, now principal of the JNIcKinley 
School, at Peoria, this State. In him are combined all 
the elements that go to make a teacher of mark and 
thorough capability. 

Mr. Meek was born jNIarch 22. 1866, in Lawrenceburg, 
Indiana, son of Willis and Margaret (Truitt) ^leek. 
The former, a native of Indiana, is still living, while the 
latter, a native of Maryland, died April 27, 1901, in 
Peoria. Illinois. He was educated in the graded schools 
and high school of his birthplace, the State University 
of Indiana, from which he graduated in 1904 with the 
degree of Bachelor of Arts, and in 1905 as Master of 
Arts, the University of Chicago and the University of 
Wisconsin. Since assuming pedagogical " robes," he has 
taught in schools in Logan, Manchester, Lawrenceburg 
and Aurora, Indiana ; Eureka, Illinois ; the Peoria High 
School and the McKinley School, Peoria, Illinois, in 
which latter incumbency he has supervision of eleven 
teachers and four hundred pupils. His special studies 
have been history, economics and political science. On 
taking his A.jNI. degree, the subject of his thesis was 
" The Secret Diplomacy of Louis XV." 

:Mr. JMeek is a member of the Illinois State Teachers" 
Association, the Central Illinois Teachers' Association, 
the Alasonic Order, Alodern Woodmen of America and 
the Methodist Episcopal Church. On December 26. 
1895, he was married to Miss Nannie B. Meek, and they 
have a son, Harold T. Meek. 

Eliza Trabue Moses 

THIS lady is a veteran in the public school service 
of Illinois and has been greatly instrumental in 
promoting its development and usefulness. Her 
labors in the domain of child culture extend over a 
third of a century. 





Enz.\ Tr.\bve Moses. 



Tecujiseh Henry Meek. 

Eliza Trabue Moses was born January 20, 1859, in 
^It. Sterling, Illinois, the daughter of Joseph H. Moses, 
a native of Grand Crossings, Kentucky, and Isabella 
(Lester) Moses, native of Brown County, Illinois. Both 
parents died in Monmouth at ripe ages, the former in 
]March, igoi, the latter in November of the same year. 
j\Iiss Moses received her education in the public schools 
of Illinois and in attendance for many summers upon 
what were at the time known as " summer normals." 
She further increased her knowledge by correspondence 
work in the Lhiiversity of Chicago. In selecting a peda- 
gogical career, she but followed in the footsteps of her 
father, who for more than twent\- years was a school- 
master in .the early days of the public schools of this 
commonwealth, before the present system was inaugu- 
rated. He was examined and licensed by the famous 
educator, Newton Bateman, receiving his certificate in 
Aoril, 1858. He continued in the public school service 
from 1858 to the latter part of the '70's. On the mater- 
nal side Miss Moses can claim direct descent from the 
French Huguenots. 

Miss Moses first taught in country schools in Alorgan 
County, Illinois, for four years, next in a village school 
for five years, in a Sangamon County school one year, a 
village school two years, in Warren County country 
schools two years, and in Monmouth, Illinois, where she 
is principal, for the past twenty-one years. Under her 
management are eleven schools, ten teachers and over 
four himdred and fifty pupils. She is an associate mem- 
ber of the National Educational Association, an e.x-mem- 
ber of the Illinois State Teachers' Association, member 
of the Central Illinois Teachers' Association and the 
Western Illinois Teachers' Association, the Schoolmas- 
ters' Club, the Mildred Warner Washington Chapter of 
the Daugliters of the Revolution, the First Baptist 
Church, of Monmouth, and that excellent organization 
— The Round Table — which was organized for the 
studv of literature. Miss Moses was president of the 
i\Ionmouth Schoolmasters' Club during the second year 
of its existence, was president of the Warren County 
Teachers' Association for a year. 



654 



Royal T. Morgan 



MR. ^lORGAX'S entire life energies have been 
devoted to the cause of education, his labors cov- 
ering a period of nearly forty years, during 
which time he has done much to advance the public 
school system in this State to the excellence it has 
attained. For the past twenty-five years he has been 
superintendent of schools of Dupage County, Illinois, 
and the present status of these schools reflects much 
credit upon the efficiency of his management. 

Mr. ^lorgan was born at Campton, Illinois, in 1845. 
After completing his preliminary studies he took 
preparatory and classical courses at Wheaton College, 
Wheaton, Illinois, graduating in 1874 with the degree 
of Bachelor of Arts and receiving his Master's degree 
in 1877. He also spent some time at the Illinois State 
Xormal College. He began active work as a teacher 
at Fountaindale, Illinois, and for seven years taught in 
rural and graded schools in this State. For the nine 
subsequent years he was professor of natural sciences 
at Wheaton College and since then (1886) he has been 
county superintendent of Dupage County. 

Mr. Morgan is a member of the National Education 
Association and various other teachers' and educational 
societies, as well as of the M. E. Church, and the Grand 
Army of the Republic, having served from 1863 to the 
close of the Civil War in the 17th Illinois cavalry. 

Since its organization seventeen years ago, Mr. Mor- 
gan has served most efficiently as secretary' of the Du- 
page County Farmers' Institute. He is a writer of 
ability and has contributed liberally to various publica- 
tions. He was married December 7, 1881, to Miss Hat- 
tie J. Gurnea, of Tonica, Illinois. 



M 



Thomas Edward Moore 

R. AIOORE is a veteran in the public school 
service of this State, having been identified with 
it for almost forty years, and in every position 





Th0M.\S EdW.VRD iiloORE. 



RoY.\L T. Morgan. 



he has held has acquitted himself with the utmost 
credit. He was born September 16, 1847, on a farm 
near Carlinville, Illinois, his parents being Thomas D. 
.Moore, a native of Danville, Kentucky, who died in 
Carlinville, Illinois, October 3, 1883, and Julia Ann 
(Dickerson) Moore, a native of Nicholasville, Ken- 
tuckj', who died at Carlinville, Illinois, January 13, 
1S83. He was educated in the country schools, the 
high school at Litchfield, Illinois, and Blackburn Uni- 
versity, working his way through the latter by teach- 
ing, and from this institution he graduated in 1877 
with the degree of Bachelor of Arts, later receiving 
the degree of ]\Iaster of Arts. He taught in various 
country schools up to 1877, the year of his graduation 
from Blackburn University, and for the following six 
years taught there as instructor in logic and constitu- 
tional law and international law and mathematics. In 
all of his work he was esteemed by the students be- 
cause of his scholarly attainments and his willingness 
to help them. On leaving Blackburn he went to Bunker 
Hill. Illinois; thence to Taylorville, Illinois: then back 
to Carlinville, Illinois, and next traveled for three 
years in the interest of the Western Publishing House, 
of Chicago. On resigning this position, in 1890, he 
was elected county superintendent of schools in Ma- 
coupin County, the county in which he was born. 
While holding this incumbency he displayed remarkable 
power in organizing the teachers under his supervision 
and imbuing them with enthusiasm to aim for higher 
ideals in their work. After leaving the county super- 
intendentship he taught successively in Girard and 
Virden, and later was principal of the commercial 
departments in the high schools in Jacksonville and 
Springfield, Illinois. 

Mr. Moore is a member of the Xational Education 
-Association, the Masonic Order, Knights of Pythias 
and the Presbyterian Church. In 1875 he was married 
to Jiliss Mary E. Handlin, and they have had eight 
children, of whom four are living, namely : Ruth, Olive, 
Mildred and Helen. 



655 



Fannie Spaits Merwin 

AMONG the comparatively few members of the 
" gentler sex " who have the honor to hold the 
desirable position of county superintendent of 
schools in this State is the above named lady, who has 
fully earned the honor. She is a conscientious and 
energetic educationalist and has been most successful in 
her chosen field of labor. 

Mrs. Merwin was born in Manito Township. Mason 
County, Illinois, her parents being Jacob G. Spaits, a 
native of Bavaria, Germany, and Rebecca (^Marshall) 
Spaits, native of Ohio, both of whom are still living, in 
Manito, Illinois. She first attended the district school 
known as Spaits school in Manito Township, next the 
Manito grammar school and then the high school at 
Havanna, Illinois, from which she graduated in 1890. 
Mrs. Merwin began teaching in the Singley District 
School, Manito Township, and after two years there 
taught for nine years in the Spaits district school ; for 
three years in the Manito primary department and six 
years in the Hickory Grove district school, and was then 
elected county superintendent of schools of jMason 
County. In this position her work has been pronoun- 
cedly successful. 

Mrs. Merwin has done a considerable amount of 
meritable journalistic and lecture work. She is a mem- 
ber of the Royal Neighbors and the Methodist Episcopal 
Church. On October 7, 1903, she was married to Frank 
Douglas Merwin, a pharmacist who travels for his line 
of trade. 

Marcus Neely McCartney 

MR. Mc CARTNEY, city superintendent of schools 
at Metropolis, Illinois, is widely known through- 
out the county as an educationalist of exceptional 
ability and executive talent. He is also valued as an 
institute worker and specialist in school administration. 
It was he who planned and installed two high schools 
in Mound City and Vienna, Illinois, and also placed the 





INIarcus Neely McCartney. 



Fannie Sp.^its Merwin. 

high schools at Carmi, Illinois, and Bloomfield, Missouri, 
on the fully accredited list. 

Mr. McCartney was born December 2, 1863, in ' Me- 
tropolis, Illinois, son of Captain John F. McCartney, a 
native of Scotland, who was brought to Ohio when an 
infant, and who served in the Civil War. His mother, 
Elizabeth (McGee) McCartney, a native of Kentucky, 
died at the home of her brother in Pulaski County, in 
1864, at the time her husband was in service under com- 
mand of General Sherman. Captain McCartney died in 
Metropolis, in November. 1908. 

Mr. McCartney was educated in the common schools 
of Metropolis, Illinois, and the school there known as 
the " Old Seminary " ; the State Normal School, Normal, 
Illinois ; the National Normal University, Lebanon, 
Ohio, from which he received the degree of B.S. in 
1885 and B.A. in 1891, and is now working on the Mas- 
ter's degree in Columbia University. New York. At the 
age of, seventeen he began teaching in Unionville, Mas- 
sac County, Illinois ; next served as prncipal at Grand 
Chain, Illinois ; was superintendent at Mound City, 
Illinois, six years ; city superintendent at Vienna, Illi- 
nois, for ten years ; was acting superintendent at Carmi, 
Illinois, and city superintendent at Bloomfield, Missouri, 
for four years, and on leaving that position assumed his 
present one. 

JNIr. McCartne)', as one of the foremost educators in 
southern Illinois, has been a most potent factor in aid- 
ing the development of education. He has held various 
offices in the Southern Illinois Teachers' Association, 
was president of that organization at its convention in 
East St. Louis in 1892, and is at present financial secre- 
tary of that body. 

i\Ir. McCartnej' is a member of the National Educa- 
tion Association, the Illinois State Teachers' Associa- 
tion, Ro\-al Arch Masons, and the Christian Church. In 
i8g6 he was married to Miss Ida Huckleberry, who is 
also a school-teacher, and now associated with him in 
his schoolwork. They have had three children, two of 
whom are now living, these being Marcia May, twelve 
vears old, and Alice Elizabeth, aged eight years. 



656 



Esther Morgan 



MISS MORGAN is a veteran in the public service, 
has unselfishly devoted her life efforts to the 
advancement of education, and her merits have 
been met with due recognition and reward. She is a 
native of the Southland, whose warm impulses and sym- 
pathies she inherits, and she has ever been in close 
psychological touch with her pupils and colleagues. 

Miss Morgan was born in Nashville, Tennessee, of 
distinguished parents, her father, John F. Morgan, being 
a prominent journalist and editor, while her mother, 
Mary Ann (Eastman) Morgan, whose decease occurred 
in 18S2, was daughter to a lady who was first cousin to 
Daniel Webster and a cousin of that grand Green 
Mountain poet — .Charles Eastman. 

Miss Morgan's first schooling was obtained in Mem- 
phis, Tennessee, and she graduated from the high school 
of that city. She also attended Lee Academj-, Slemphis, 
which was conducted by her mother, who was also a 
proficient educator. Her later studies included eight 
years of Chautauqua, and university courses in Chicago. 
Miss Morgan began her life-work as a teacher in jNIem- 
phis, where she continued eight years, and then, going 
to Chicago, became a teacher in the Lewis Nettelhorst 
School for fifteen years, the last thirteen of which she 
officiated as first assistant. At the end of that period 
she was appointed principal of Brownsville School, and 
held this position for seven years. In September, 1905, 
she was promoted to the principalship of Ogden .School, 
and in that capacity continues to demonstrate her pecul- 
• iar fitness for her chosen profession. 



Orris J. Milllken 

THIS gentleman has been actively identified with 
educational interests in this State upward of 
thirty years, the past twenty-five years as prin- 
cipal of various public schools in Chicago, where his 



/ * 








Esther Morgan. 




Orris J. Milliken. 



services have met with the fullest appreciation and 
cornmendation. He was the first superintendent of 
Chicago vacation schools, the first to introduce the 
'■penny-savings system" in the public schools of that 
city, and is a trustee of the Penny Savings Society of 
Chicago. He owns a farm at Wheaton, Illinois, where, 
on July 5, 1910, he opened a summer-vacation school 
for boys, which he utilizes as a laboratory for studying 
the needs of a normal, growing boy. Only boys of 
good moral character, between the ages of seven and 
fourteen, are admitted. He has associated with him 
the best physical-culture director and the best manual- 
arts director he can procure. The vacation term lasts 
eight weeks and the charges made are most reasonable. 
Mr. Milliken was born in Boone County, Illinois, 
July 13. 1861, his parents being James and Rachel 
(Mitchell) ^Milliken, the former a native of New Hamp- 
shire, who deceased in 1879 in Boone County; the lat- 
ter a native of Pennsylvania, who died in 1909, same 
county. He was educated in country schools ; the 
high school at Capron, Boone County; State Normal 
University, from which he graduated in 1884; private 
classes in Chicago, and post-graduate work in the Uni- 
versity of Chicago. He first taught in country schools 
two years ; was superintendent of the Jewish Training 
School, Chicago, four years ; principal of schools, 
Chicago, twenty-five years, and is now principal of the 
Charles Sumner School, where he has twenty-five 
teachers and 1.200 pupils. He is a member of the 
National Education Association, the Illinois State 
Teachers' Association, the Christian Church, and has 
contributed many valuable articles to newspapers and 
magazines. 

j\lr. Milliken was first married to Miss Carrie Dillon, 
who died in 1892. On December 2, 1893, he was united 
to JNIiss Hattie Fagersten. The family comprises three 
children, Mrs. C. T. Bloom, Irene and Victor Milliken. 



42 



657 



Eugene D. Merriman 

THE above-named gentleman has been in school- 
work for upward of sixteen years, and his success- 
ful record shows him to be a most worthy 
exemplar and exponent of the noble pedagogical pro- 
fession. He is zealous in securing the most efficient 
system of discipline, and his methods of procedure have 
borne most excellent and substantial results. 

Mr. Merriman was born in Huntington Count}', Indi- 
ana, August 8, 1871, his parents being H. T. ^lerriman, 
a native of Indiana, who is still living, and Angeline 
(Broughman) Merriman, of Ohio, who deceased in 
Maribn, Indiana, in 1903. He was educated in the 
common schools of his birthplace; the State Normal 
University, at Terre Haute, Indiana ; high school at 
Ithaca, New York ; the Indiana State University ; Cor- 
nell University', Ithaca, New York, and University of 
Chicago. He graduated from Cornell in 1905 with the 
degree of Bachelor of Arts, and from the Universitj' of 
Chicago in March, 191 1, with the degree of Master of 
Philosophy. He began teaching in the common schools 
of Huntington County, Indiana, and went thence to 
East Chicago (Indiana), where he continued from 1882 
to 1900, first as principal, latterly as superintendent. 
Since June, 1905, he has been superintendent of Dis- 
trict 56, Belvidere, Illinois, where he has charge of 
several schools, and where his work has been ver}' suc- 
cessful. 

Mr. Merriman is a member of the National Educa- 
tion Association, the Illinois State Teachers' Asso- 
ciation. Northern Illinois Teachers" Association, the 
Methodist Church, the Masonic Order and Order of the 
Eastern Star, is also a Modern Woodman. Royal Neigh- 
bor and a member of the Royal Arcanum. In 1908 he 
was married to Miss Elizabeth Stout, who has pre- 
sented him with a son, Merrill V. Merriman. 




Eugene D. Merkiman. 



Roy L. Moore 




Roy L. Moore. 



WELL and favorably known in educational circles 
throughout his section of Illinois as the able 
county superintendent of schools of Woodford 
County, was born in Eureka, in the same county, Feb- 
ruary 23, 1872. He is a son of Ben L. and Martha S, 
(Osborn) Moore, natives of Kentucky and Missouri, 
respectively. Both parents are deceased, the demise 
of the father occurring April 20, 1910, the mother, 
December 10, 1909. 

Roy L. Moore received his boyhood's mental training 
in the Eureka public schools, and at a later period ma- 
triculated successively in Eureka College and the Uni- 
versity of Illinois. He was graduated from the former 
institution in 1905, his Alma Mater conferring upon him 
the degree of A.B. 

On first applying himself to a teacher's work, Mr. 
Moore had charge of a rural school in the vicinity of 
Eureka for two years, when he became principal of the 
Benson High School, continuing thus for the ensuing six 
j'ears, and finally accepting the position of count}' super- 
intendent of the public schools of Woodford County. 
The incumbent of this important and honorable position 
has a comfortable home in the town of Eureka, and, 
besides the work of an educator, has been entrusted with 
civic functions, having held the office of city clerk. He 
has also found time to devote to literary pursuits, and is 
the author of an interesting history of Woodford County, 
which is considered a standard for reference. 

Mr. Moore is a member of the Methodist Episcopal 
Church, and is also affiliated with the Independent Order 
of Odd Fellows. He is a member of the National Edu- 
cation Association, Illinois State Teachers' Association, 
Central Illinois Teachers' Association and the Rural 
Teachers' Association of Illinois. 

On December 25, 1907, his marriage to ^Miss Esther L. 
Bally occurred. She, being an experienced teacher, has 
been of great assistance to Mr. Moore in his work. 



658 



Edward L. C. Morse 

MR. MORSE is a conspicuous member of the educa- 
tional force of Chicago, and has served the adult 
as well as the young people in various capacities 
in schooling to universal satisfaction. He is of sturdy 
New England stock and education also, and is a con- 
spicuous example of the methods prevalent in that cul- 
tured section of our country. He was born in Dover, 
New Hampshire, where his father had removed from 
his native State of !Maine, and where he had married 
Louisa Clark, also a native of New Hampshire, and the 
mother of the subject of this sketch. 

After his primary education, the young man pursued 
his studies in the Quincy Grammar School, after which 
he attended the Boston Latin School, from which he 
was graduated in 1S73, and entered Harvard University, 
being graduated therefrom four years later. He spent 
two years in New Mexico and Arizona in journalistic 
work. He afterward attended the Lake Forest Law 
School, from which he was graduated in 1893. He has 
the degrees of Bachelor of Arts and Bachelor of Laws. 

Mr. Morse did post-graduate work in the LTniversity 
of Chicago, the University of Wisconsin and Cornell 
University. He was Spanish instructor in the Teachers' 
College in the Summer School of Harvard, and gave a 
series of lectures on School Administration before 
Cuban teachers in Spanish, with lantern-slides illustrat- 
ing Chicago schools. He is an occasional contributor to 
the xVt-K' York Xation. 

He is a member of the American Historical Associa- 
tion, the American Economic Association, the American 
Geographical .Association and American Association for 
Labor Legislation. 

He is principal of the Phil. Sheridan School, with 
twent\'-two teachers and a thousand pupils under him. 




Edw.\rd L. C. !Morse. 




Henry Ad.am Meyer. 



Henry Adam Meyer 

MR. MEYER has held the responsible position of 
county superintendent of schools. Bond County, 
Illinois, and his services in that capacity proved 
so acceptable that on November 8, 1910, he was elected 
for four years more. 

Our subject is a native of this State, having been 
born near Hookdale, Bond County, Illinois, his parents 
being William and Susan (Harter) Meyer, natives, 
respectively, of Schaumberg, Lippe, German}', and St. 
Louis, ^Missouri, and both still living. He first attended 
country schools at Cart Hill and Pleasant Grove, Illi- 
nois ; then was a student in the Greenville College, 
Greenville, Illinois, for about two years, and next at- 
tended the Southern Collegiate Institute, from which 
he graduated in June, 1910. He is also a graduate of 
the Chicago Correspondence School of Law, and had 
the degree of LL.B. conferred upon him bjr that insti- 
tiUion. He is now taking a post-graduate course in 
this law school. As a public instructor Mr. Meyer 
first taught at Willow Branch, Illinois, two years ; 
next at Dudleyville, Illinois, two years ; at Smith 
Grove, Illinois, one year; at Shawnee, Illinois, where 
he was principal one year, and then served for four 
years as principal at Pocahontas, Illinois. He is now 
county superintendent of Bond County, Illinois. 

Mr. jNIeyer is a member of the Illinois State Teach- 
ers' Association, the Southern Illinois Teachers' Asso- 
ciation, Bond County Teachers' Association, Bond 
County Farmers' Institute, Gordon Lodge, A. F. and 
A. M., at Pocahontas, Illinois, Pocahontas Lodge of 
Odd Fellows, Modern Woodmen of America and 
Knights of the Modern Maccabees, at Greenville, Illi- 
nois, and the First Methodist Episcopal Church, Green- 
ville, Illinois. 

On July 3, 189S, Mr. Meyer was married to Miss Net- 
tie Snow, and they have five children : Hubert Harter 
Meyer, Sanford Snow Meyer, George Washington 
Irving Meyer, Augusta Victoria ;Meyer and Foss Deneen 
Mever. 



659 



Thomas J. McDonough 

MR. ^ilcDONOUGH has been enlisted in the cause 
of popular education for many j^ears, and his 
services have been highly efficient and greatly 
appreciated in scholastic circles. He was born De- 
cember 14, 1852, in New Baltimore, Greene County, 
New York, son of Thomas McDonough, a native of 
Galway, Ireland, who' served in the Union army dur- 
ing the Civil War, and died in August, 1880, in St. 
Louis, Missouri, and JNIary Ann (Taylor) IMcDonough, 
native of Yorkshire, England, who deceased in Elgin, 
Illinois, Januar)' i, 1903. He was educated in the pub- 
lic schools of Porter Count}-, Indiana ; St. Paul's 
Academy, Valparaiso, Indiana (under private instruc- 
tion), and in the Christian Brothers' College, St. Louis, 
Missouri, from which he received the degree of Bache- 
lor of Arts. Through post-graduate work he received 
an Illinois State Certificate and a Chicago Principals' 
Certificate. He holds membership in the Illinois State 
Teachers' Association, the Southern Illinois Teachers' 
Association, the Schoolmasters' Club of Southern Illi- 
nois, the Knights of Columbus, Court of Honor and 
the Roman Catholic Church. He has written a number 
of literarjr works, among them a valuable and schol- 
arly " History of Ireland." Mr. jMcDonough has had 
extensive experience in journalism, having been reporter 
on the staffs of the St. Louis Post-Disl>atch, the Globe- 
Democrat and Republic, and he has also contributed 
interesting articles to various magazines. As school- 
teacher, principal and superintendent, his record may 
be summarized thus : Pleasant Township, Indiana, 
three months ; Porter Township, Indiana, three months ; 
Delphi, Indiana, nine months ; Monroe Count}-, Illi- 
nois, five months ; Renault, Illinois, twenty-two 
months ; Harrisonville. Illinois, fourteen months ; Red 
Bud, Illinois, thirt}--six months ; Randolph County. 
Illinois, eight months ; Nashville, Illinois, sixteen 
months : East St. Louis, Illinois, ten months ; Water- 
loo, Illinois, eighteen months, and East St. Louis (now) 
170 months. 





S.\MUEL Jav McComis. 



Thom.\s J. McDonough. 

On May 23, 1883, Mr. McDonough was married to 
Miss Charlotte Offerding, and they have one child. Dr. 
Robert Gervase McDonough. 



Samuel Jay McComis 

MR. AIcCOMIS was born in 1876 in Bussej-ville, 
Kentucky, the son of J. F. ^IcComis and Eliza- 
beth McComis. both of whom were also natives 
of Kentucky, and both of whom are living. 

Mr. Samuel Jay McComis was educated in the pub- 
lic schools of Kentucky and Ohio, first attending the 
rural schools of Lawrence County, Kentuckjf, after 
which he attended the high school at fronton, Ohio, 
whence he entered the Kentucky Universit}^ at Lexing- 
ton, and finished at Berea College, Berea, Kentucky, 
from which institution he was graduated in 1905 with 
the degree of Bachelor of Literature. He. also grad- 
uated from Lincoln-Jefferson University with the degree 
of LL.B. in 1910. 

He taught in Border's Chapel, Kentucky, two years; 
Mattie, Kentuck}-, four years ; public schools at Lauder, 
Wyoming, one year ; Berea College, Normal Depart- 
ment, one year; after which he removed to Illinois, 
and was principal of the Milan High School three 
years, and at the same time Division Manager of 
Teachers' Reading Circle in Rock Island Count\' for 
three years ; principal of the Capron High School, one 
year, and then became principal of the Winnebago 
High School, where he has four teachers and 135 
pupils under him. 

He is a member of the Illinois State Teachers' Asso- 
ciation, the Illinois State Teachers' Reading Club and 
the Northern Illinois Teachers' Association, and be- 
longs to the Methodist Episcopal Church. He has made 
special studies of histor}- and physics. 

In i8g8 Mr. jNIcComis was married to !Miss Delilah 
Thompson, and they have four children — Lucy, John, 
Henry and Reatha. 



660 



James W. McGinnis 

FOR more than a third of a century the above 
named has been identified with the public school 
interests of Illinois, and during that lengthy period 
has labored incessantly to promote and secure the emi- 
nently efficient stage to which these interests have been 
developed. Ever conscientious in his efforts in the 
cause of uplifting the status of the school system, he 
has always commanded the fullest confidence of his 
colleagues, pupils, their parents and the public in gen- 
eral. 

James W. McGinnis was born in Orland, Cook 
County, Illinois, of old Irish stock, his parents being 
Michael and Ann AIcGinnis, natives of Ireland and 
both now deceased, the former having died in 1887, the 
latter in 1889, in Orland. He was educated in the 
country schools at Orland, the Englewood High School 
and the Cook County Normal School, and also took 
a course in the Rush Medical College, from which in- 
stitution he graduated in 1883 with the degree of JNI.D. 
He has also done post-graduate work in Wisconsin 
Universitjf and the University of Chicago. He first 
taught school in District No. I, town of Palos, where 
he remained six j'ears, and then for a year was sta- 
tioned in District No. 4, same town. On removing to 
Chicago he for eleven years officiated as principal of 
the Doran (now Shields) School, and for the past six- 
teen years has been principal of the Holmes School, 
Morgan and Fifty-sixth streets. He has a staff of 
twenty-three assistant teachers, over eleven hundred 
pupils. 

Doctor McGinnis is a member of the National Educa- 
tion Association, Illinois State Teachers' Association, 
Knights of the Maccabees of the World, Royal League, 
North American League and the Independent Church, 
and has served as medical examiner in various lodges 
with which he is affiliated. In 1877 he was married to 





Robert Christi.\n Moore. 



James W. McGinnis. 



i\Iiss Stasia Bremner and they have three children, 
Edwin, Ray and Helen. The eldest son, Edwin, is now 
a successful practicing physician in Chicago. 



Robert Christian Moore 

THIS gentleman, who has attained to prominence 
in the educational world, is in the sense the term 
implies, " a self-made man," and owes his success 
in life to his indomitable energ\' and unremitting per- 
severance. He was born August 4, 1870, on a farm 
near Carlinville. Illinois, his parents, both of whom are 
living, being Thomas Guthrie and Ann (Villman) 
Moore, the former a native of Macoupin County, Illi- 
nois, the latter of Ohio. He attended a country school, 
was for a short time a pupil in Blackburn College, and 
for a brief period at the Illinois State Normal Uni- 
versity, but his education was mainly acquired by home 
study, "burning the midnight oil," and, as he facetiously 
states, " in the College of Hard Knocks and the Uni- 
versity of Experience." He holds a State certificate 
and has taught for sixteen years, namely, three years in 
a countrjr district school ; one year at Girard, Illinois ; 
two years at Plainview, Illinois; si.x years at Palmyra, 
Illinois ; « one year at Manchester, Illinois, and three 
years as principal at Staunton, Macoupin County, Illi- 
nois. He is now serving his second term as county 
superintendent of Macoupin County, where his services 
are duly appreciated. 

Mr. Moore is a member of the Illinois State Teach- 
ers' Association, Masonic Order, Knights of Pythias, 
Modern Woodmen, Eastern Star and minor organiza- 
tions, and has contributed numerous able papers to 
educational journals, his favorite studies being history, 
literature, sociology and economics. On Jul^' 12, 1894, he 
was married to Miss Pauline C. Werse, of Carlinville, 
Illinois, and they have three children, Dorothy Ann, 
Paul Robert and Harold Guthrie. 



661 



Anthony Middleton 

THE commonwealth of Illinois is known in many 
respects as one of the grandest States in the 
American federation, but there is no one special 
phase in which it excels more than in efficienc}' of its 
public school system, the foundation of its greatness 
and a source of perpetual pride to its citizens. The 
men and women composing that great body known as 
school-teachers are representative of the best brains 
and talent of the State, and the vast amount of good 
they are daily accomplishing is beyond calculation. 

Anthony Middleton, superintendent at Lincoln, Illi- 
nois, is accounted among the most successful educator's 
in the State. He was born in Shelby County, Illinois, 
May 31, 1864. His parents were Russell Middleton, 
native of Kentucky, and Margaret (Denton) jNIiddle- 
ton, also of Kentucky, and the latter's decease occurred 
in Shelby County, Illinois, May 24, 1897. Mr. jNIiddle- 
ton was educated in a district school of Shelby County ; 
the village school of Tower Hill, Illinois ; Illinois State 
Normal University, with graduation in June, 1S88, and 
a course at the University of Illinois. He first taught 
at Robinson and Brown's Valley, Minnesota ; then be- 
came superintendent at El Paso, Illinois, for two years : 
at Chenoa, Illinois, six years; superintendent at At- 
lanta, Logan County, Illinois, for five years ; then 
became superintendent at Dwight, Livingstone County, 
Illinois, and now occupies the same position at Lincoln, 
Logan County, this State. 

Mr. Middleton is a member of the National Educa- 
tion, the Illinois State Teachers' and the Central Illi- 
nois Teachers' Associations, the Masonic Order and 
Knights of Pythias, and the Methodist Church. August 
20, 1901, he was married to Nettie Tuckej-, and they 
had one child as fruit of their happy union, Albert 
Russell, who deceased, May 28, 1904. 




Anthony Middleton. 




William Fove Mozier. 



William Foye Mozier 

FORTY-FOUR years of age at the present writing, 
Mr. jNIozier has devoted half of this time to the art 
of teaching. His record reveals the fact that his 
education has been thorough, and also another fact — 
that he is adding to his store of knowledge by con- 
stant study and reading. English and history have 
been his favorite subjects of study. He is a member of 
the State Association of English Teachers, the Beta 
Theta Pi and the Phi Beta Kappa Greek-letter frater- 
nities, and the Episcopal Church. lie likewise holds 
membership in the National Educational Association 
and tlie Illinois State Teachers' Association. 

William Foye Mozier was born June 10, 1866, in 
Iowa City, Iowa; son of Carson L. and Narcissa J, 
^lozier, the former a native of Ohio, who died in 1907 
in Iowa City, Iowa, while the latter, a native of Indiana, 
deceased in 1909 in the same city. He was educated in 
the common and high schools of Iowa City and the 
State L^niversity of Iowa. From the latter he gradu- 
ated with the degree of Bachelor of Arts in 1886, and 
through post-graduate work received in 1889 from the 
same institution the degree of IMaster of Arts. His 
first practical experience was as a teacher of the high 
school in Iowa City, Iowa, and for the past twenty 
j'ears he has been assistant principal and principal of 
the township high school at Ottawa, Illinois, where he 
has a staff of sixteen teachers and an enrolment of 
;ibout four hundred pupils. As a writer, Mr. Mozier 
was author of a school edition of Carlyle's " Diamond 
Necklace," and an " English Composition Book," both 
of which were received with favorable notice. Taken 
all in all, his work and career have been entirely com- 
mendable and his services most satisfactory in the sev- 
eral positions he has held. 



662 



George B. McClelland 

COUNTY Superintendent of Public Schools for 
Green County, Illinois (with residence address at 
Carrollton, Illinois), and one of the best instruc- 
tors and most efficient school managers of Central Illi- 
nois, was born in the vicinity of Palmyra, Illinois, 
February lo, 1872. He is a son of Hugh and Fanny 
(Clardy) McClelland, respectively natives of Virginia 
and Tennessee. Both are deceased, the father having 
died at Greenfield, Illinois, May 4, 1899, and the mother 
havins; passed away at Palmyra, Illinois, in January, 

1873. 

In early youth, George B. McClelland attended the 
country' schools of Greene County, Illinois, and later, 
the Greenfield High School, subsequently pursuing 
courses of study in the Northern Indiana Normal 
School, at Valparaiso, Indiana, and the Western Illi- 
nois State Normal School. He was graduated from 
the Greenfield High School in 1S92. 

On applying himself to teaching, ]\Ir. McClelland was 
first engaged at White Oak, Illinois, one year ; then at 
Jericho, Illinois, two years ; Pleasant Point, Illinois, 
two years ; Ireland, Illinois, one year ; Dover School, 
Daum, Illinois, two years ; Short Liberty, Illinois, one 
year, and Douglas, Illinois, three years. He was 
elected to his present office in 1906. 

As county superintendent for Green County, Mr. 
^McClelland has charge of 102 schools, 164 teachers and 
9,005 pupils. He is a member of the Illinois State 
Teachers' Association, Central Illinois Teachers' Asso- 
ciation ; the Morgan County, Scott County, Pike 
County and Greene County Teachers' Associations, and 
Current Topics Club. Fraternally, he is affiliated with 
the- Masonic Order, R. A. M., and the "Modern Wood- 
men of America. 

July 14, 1897, ^Ir. McClelland was united in marriage 
with Carrie E. Bell, and their union has been blessed 
with four children, namely : Frances, Royal, Glenn B. 
and Marion. 




George B. McClelland. 




J.\MES B. McManus. 



James B. McManus 

MR. McMANUS has an ancestry of which any one 
with a reverence for the " ould sod " can gaze 
back upon with pride. His father, Terrence, 
and his mother, Margaret, both were born in Ireland, 
from which country they came and settled in Illinois, 
and the subject of this sketch was born in Apple River, 
Illinois, on September 26, 1868, where both of his par- 
ents died — the mother, February 6, 1898, and the 
father on ]\Iarch 2~. 1905. 

The 3-oung man began his education in Apple River, 
then attended the Apple River High School and the 
Northern Illinois Normal School, Dixon, from which 
he was graduated with the degree of Bachelor of Arts, 
after which he read law, and was admitted to the bar. 
But his taste was more in the direction of educational 
work, and he entered the Normal School, at Normal, 
Illinois, taking two terms, and then two terms at 
Urbana, and two terms also at the University of Chi- 
cago. 

He began teaching in the country school at Apple 
River, and, after one year, went to Ransom, Illinois, 
remaining there three years, then to Oglesby the same 
length of time, after which he went to La Salle, where 
he has been superintendent of city schools for the past 
eleven years, with five schools, thirty teachers and over 
thirteen hundred pupils under his jurisdiction. 

He is a member of the National Education Asso- 
ciation, the Illinois State Teachers' Association, the 
Northern Illinois Teachers'- Association and the Na- 
tional Society for Scientific Study of Education. He is 
a member of the Knights of Pythias, the Woodmen, 
the Elks and the Catholic Church. He is also presi- 
dent of the County Teachers' Association. He married 
Katherine Collins in 1903, who died in 1908, leaving 
him two children — William and James. 



663 



Genevieve Melody 

WHILE the methods employed by the instructors 
in the grand educational system of Illinois are 
of the most advanced character, " faddism " has 
not been encouraged or allowed to take root, the result 
being that we have a clean plan of working that is 
productive of the greatest benefit to all. 

A successful exponent of this progressive policy, one 
enjoying a high degree of popularity, is Miss Genevieve 
jVIelody, the gifted and estimable principal of the Park 
Manor Elementary School, at Rhodes avenue and Sev- 
enty-first street, Chicago. This lady has had long and 
valuable experience in her profession, and before assum- 
ing her present charge was an instructor in the Kershaw 
Elementary School, Hyde Park High School, South 
Division High School, and the Chicago Teachers' Col- 
lege. 

Miss Melod}' was born in Chicago, her father, Thomas 
Richard Melody, also being a native of this State. Her 
mother, Ellen (Synon) INIelody, was born in Melville, 
Canada, and deceased in Gletsch, Switzerland, August 
2, 1909. Miss Melody is an accomplished scholar ; she 
derived her education from the Douglass Grammar 
School and South Division High School, Chicago ; Mil- 
waukee College, Lake Forest Lhiiversity, Kent College 
of Law, from which she was graduated in 1896 with 
the degree of LL.B., and the University of Chicago, 
graduating from the latter in 1902 as a Ph.B. Through 
post-graduate work she received the Ph.M. degree from 
the University of Chicago in 1908. 

Miss Melody is assisted in her onerous labors by a 
staff of fifteen well-trained teachers, and has an enrol- 
ment of over seven hundred and fifty pupils, with whom 
her relations are of the most pleasant character. She 
is a member of the American Historical Association, 
also the Chicago Single Ta.x Club, and is an esteemed 
attendant of the Roman Catholic Church. 





John Elmek Miller. 



Genevieve Melody. 



John Elmer Miller 

FOR more than a quarter of a century John E. Miller 
has been connected with public education in Illinois. 
He has occupied every position in the public schools, 
including^ teacher of country schools, teacher in graded 
schools in the primary, intermediate and grammar 
grades, high school teacher of history and mathematics, 
ward school principal and city superintendent of the city 
schools of East St. Louis. 

He was born on a farm near Caseyville, Illinois, No- 
vember 21, 1864, being the second son of the late Hon. 
James R. and Malinda (Nicholas) Miller, the former a 
native of Ohio, and the latter of Tennessee. 

After completing the curriculum of the school of his 
native village, Mr. Miller spent four years at the Illinois 
State Normal School at Carbondale and was graduated 
in June. 1885. He continued his studies in the Buffalo 
School of Pedagogy, Buffalo, New York, and in the 
" LTniversity of Nature and Experience." 

After teaching six years in the schools of his native 
village, he entered the service of the East St. Louis 
schools in 1891, where he was a teacher and principal 
till 1902. For the succeeding two years he was librarian 
of the East St. Louis Public Library. Here he improved 
the service and originated and installed the popular and 
serviceable juvenile department for the boys and girls 
of his adopted city. During the time that he was 
librarian, he assisted in the organization of the Univer- 
sity Extension Lecture Course for East St. Louis and 
has been actively associated with this movement up to 
the present time. 

In 1904 he was chosen to his present position, city 
superintendent of the East St. Louis public schools and 
has had a successful career as such. He has organized 
the schools and the teachers and has put in force, with 
the assistance of the Board of Education, salary sched- 
ules for the advancement of salary for grade and high 
school teachers. He has urged the laboratory method 
of teaching, has introduced manual training, household 



664 



econoni)', and organized play for school children. The 
East St. Louis schools have an enrolment of eight thou- 
sand pupils and two hundred and ten teachers. 

Mr. Miller originated and successfully operated the 
first public vacation playgrounds in East St. Louis and 
has supported this cause for the past four years. 

He is an active member of the National Education 
Association, also a member of the Executive Committee 
of the Illinois State Teachers' Association, has been 
president of the Southern Illinois Teachers' Association 
and of the Southern Illinois Council. He is a member 
of the State Historical Society, the County and City 
Teachers' Association and of the St. Clair Country Club. 

In February, 1905, he was married to JNIiss Francis 
Elizabeth Coulter ; in July, 1908, Catherine Elizabeth 
Miller, their daughter, was born. They reside at 1744 
College avenue, St. Louis. 



David L. Murray 



PRINCIPAL of the Hermann Raster School, South 
Wood and West Seventieth streets, Chicago, and 
identified with schoolwork for over thirty years, 
is a native of Ingersoll, Ontario, Canada, born August 
. 10, 1861. 

Air. Murray was educated in the Ingersoll (Ont.) 
High School; Brantford College, Brantford, Ontario, 
and the Ingersoll Normal School, and graduated from 
the latter in June, 1880. He first taught school at Inger- 
soll for three years; next, in Cook County (111.) schools 
for sixteen years, and for the past eleven years has been 
principal of the Hermann Raster School, in which posi- 
tion he has twenty-three assistants and an enrolment 
of over a thousand pupils. 




D.^viD L. Murray. 




D.ANiEL Franklin Nickols. 



Daniel Franklin Nickols 

AMONG the public educators of Illinois who have 
obtained distinguished success is Mr. D. F. 
Nickols, the present most capable county superin- 
tendent of schools of Logan County, whose reputation is 
as widespread as it is excellent. Although one of the 
youngest county superintendents of the State, he is also 
one of the ablest and most progressive. 

Mr. Nickols was born January 2, 1880, in McPherson, 
Kansas, son of George C. Nickols, native of Ohio, and 
Lvdia C. (McCullough) Nickols, native of Kentucky. 
He is of Scotch-Irish descent, his ancestors having set- 
tled in Pennsylvania and Virginia in the early days. 
His father returned to Illinois in 1882 and the boy was 
brought up on a farm near Mt. Pulaski. 

D. F. Nickols' preliminary education was secured in 
rural schools of Logan and Sangamon counties, fol- 
lowed by courses in the high school of Illiopolis, Lin- 
coln University and the University of Valparaiso, 
Indiana. In the latter institution he completed the 
teachers' course through attendance at summer sessions. 
At the beginning of his professional career, he taught 
in country schools, next becoming principal at Lake 
Fork, where he remained two years ; then became 
principal of the New Holland school, which position he 
held for three years, and upon leaving there received 
the appointment to county superintendency, upon the 
death of Supt. E. P. Gram (1905). He lias been re- 
peatedly returned to this position, thus attesting his 
efficiency for the position. There are one hundred and 
twenty-nine schools under his supervision, and over two 
hundred teachers are employed. 

Mr. Nickols is a member of the Illinois State Teach- 
ers' Association, the Knights of Pythias, Modern Wood- 
men of America, the Masonic Order and the Christian 
Church. On June 6 he was married to INIiss Edith B. 
Holland, and they make their residence in Lincoln, 
Illinois. They have one child, Dorothy May. 



665 



Julius K. Neumann 

SUPERINTENDENT of the public school in 
Oquawka. Henderson County, Illinois, has held 
that position since 1904, maintaining an enjoyable 
reputation for the possession of those qualities and char- 
acteristics that go to make an able and efficient in- 
structor and executive official. He is a native of Ger- 
many, where his birth took place February i, 1871. 
His father, C. Neumann, married Louise Arndt in the 
Fatherland, and, after some years, the family emigrated 
to this country, locating in Illinois, where he applied 
himself successfully to bricklaying in Tazewell County, 
dying in Delavan, that county, February 12, 1909. His 
wife had preceded him to the grave, having passed 
awaj' ^larch 18, 1902, in the same town. 

The early mental training of Julius Neumann was 
obtained in the schools of his native land, and after 
coming to the United States he first attended a private 
school in the citj' of Peoria for one year, and then 
spent two years in the Delavan public school, and at 
Normal, Illinois, in the State Normal School. He grad- 
uated from the Delavan high school, JNIay 23, 1893. His 
first experience as a teacher was in a country school in 
Tazewell County, Illinois, continuing one year, after 
which he went to Knox County and taught the village 
school at Gilson for six years, and the township high 
school in the same town for two years. He has had 
charge of the Oquawka public school for more than 
seven years, three assistant teachers and 1S5 pupils being 
under his direction. 

iMr. Neumann is a member of the Illinois State Teach- 
ers' Reading Circle and the Central Illinois Teachers' 
Association. He is fraternally affiliated with the JNIod- 
ern Woodmen of America and F. R. L. A., and belongs 
to the Homesteaders. In religious belief he conforms 
to the creed of the Baptist Church. On September i, 
1896, Mr. Neumann was married to Miss Gertrude 
Lawrence, and their family consists of five children, 
Hortense, Percy, Goethe, i\Ietz and Maurine. 





Marie Therese Werneburg Norton. 



Julius K. Neum.^n^'. 

Marie Therese Werneburg Norton 

THE study of languages has been the specialt}' of 
this skilled educator, particularly English and Ger- 
man, while at the same time she has taught Latin 
for a number of years. Her education is pronouncedly 
excellent, while her ability in administrating school gov- 
ernment has been notably good. 

Mrs. Norton is a native of the ^Monumental City, hav- 
ing been born in Baltimore. Maryland, October i, 1859. 
Her parents, Frederick \\'illiam Werneburg and Louise 
(Brack) Werneburg, were natives of Germany, her 
father having been a student at Heidelberg L^niversity. 
Both are deceased, the former having died in February, 
189S, the latter in September, 1902. Her education 
began in a private school in Baltimore, and. on her 
coming to Chicago, was continued in the old Elizabeth 
street primary school, the Skinner school, the Chicago 
Central high school, from which she was graduated in 
1878, and the Northwestern Lhiiversity. 

j\lrs. Norton first taught for a year in the Dolton Nor- 
mal School, then in the Northwestern Lhiiversity sum- 
mer school for one season ; next in the Chicago West 
Division high school for four years ; was a special Ger- 
man instructor in the Nash school three years and the 
Horace Greeley school four years ; assistant principal 
of the Burley school four years, and for the past year 
has been principal of the Thomas school. 

^Irs. Norton is a member of the National Education 
Association, the Illinois State Teachers' Association, 
Chicago Principals' Club, Ella Flagg Young Club, the 
Evanston German Club, and the Methodist Episcopal 
Church. In 1881 she was married to the Rev. Dr. Will- 
iam Bernard Norton, who graduated from the North- 
western L'niversity with the degrees of A.B. and A.M., 
the Garrett Biblical Institute as B.D., and the Syracuse 
L'niversity as Ph.D. They have had four children, three 
now living, these being Louise, Julia and Fred W. Nor- 
ton. Both daughters are now teaching in high schools, 
while the son is a student in the engineering school of 
Northwestern L'niversity. 



666 



Moses Elmer Newell 

THIS gentleman is one of the successful and pro- 
gressive pedag-ogues of the Prairie State, and is 
an enthusiast in his profession. He is a constant 
student and ever ready to adapt any new ideas that are 
applicable to the cause of education and the betterment 
of the public school service. 

I\Ioses Elmer Newell was born October 23, 1878, near 
Girard, jNIontgomery County, Illinois, son of Moses A. 
and Samantha E. (Greene) Newell, the former a native 
of Greene Countj', Illinois, and now living : the latter 
a native of Fairfield County, Ohio, and now deceased, 
her demise having occurred February 8, 1S97. 

Moses Elmer Newell attended the Lake district 
school, ^Montgomery County, up to his fourteenth year, 
later studied in the Bloomington (111.) and Virden 
(111.) public schools, and for a year in the Illinois 
State Normal University, and then took a course in 
Greer College, Hoopeston, Illinois, from which he grad- 
uated in 1902 with the degree of B.Ped. At his grad- 
uation he was president of his class. On July 17, 1908, 
he received a Life State Teachers' Certificate. 

Mr. Newell first taught in a countr}- school at West 
Point, Grant County, Oklahoma, in 1902-1903 ; from 
1903 to 1905 was principal at INIore, Madison County, 
Illinois : from 1905 to 1907 was principal at Bethalto, 
Madison Count}-, Illinois, and for the past four years 
he has been superintendent and principal of the schools 
at Brighton, Macoupin County, Illinois. 

Mr. Newell is a member of the Illinois State Teach- 
ers' Association and the Methodist Church. On August 
17, 1904, he was married to Miss Frances S. Carricker, 
and they reside in Brighton. 



William H. Nevens 



M 



R. NEVENS is an old, time-tried veteran in the 
educational world, and has long enjoyed a repu- 
tation for ability and the soundness of his 





William H. Nevens. 



Moses El,mek Newell. 



knowledge and methods. He first assumed the " brief 
authority " of the pedagogue at the age of seventeen, 
and has, with the exception of his war experience, been 
" in harness " for a term exceeding forty-four years. 
He was born on the farm of his father, Charles H. 
Nevens (deceased 1872), March 9, 1845, in Lewiston, 
Maine, and in earl}- youth attended the public schools 
of that city, following these primary studies with a 
course in Nichol's Latin School, now known as Bates 
College. His graduation from the Latin School took 
place in 1867; his career as a teacher began in 1862 
in a Lewiston school, where he continued for a year, 
and went thence, in 1863, to the town of Greene, Maine. 
Becoming imbued with patriotic martial ardor, he en- 
listed in 1864 in the Thirty-second JNIaine Volunteer 
Regiment, and participated in the last struggles of the 
Civil War. On June 3, 1863, he was wounded in the Bat- 
tle of Cold Harbor, Virginia, and was discharged on 
account of wounds in May, 1865. On recovering from 
the eiifects of his wounds he resumed teaching, serving 
as an instructor in a school at Augusta, ]Maine, from 
1865 to 1866. From 1866 to 1867 he taught at Lewiston ; 
from 1867 to 1868, at Lisbon, Maine. In August, 1869, 
Mr. Nevens removed to \^'ill County, Illinois, and was 
a teacher in the town of Will up to the spring of 1871, 
when he removed to . Crete, Illinois, and accepted a 
vacancy there. Going to Joliet in 1886, he was elected 
superintendent of the Will County schools, and has 
ever since faithfully and most efficienth' fulfilled the 
duties of this position. During his residence at Crete 
he taught school for a year in a district east of Blue 
Island, Cook County. It was also about this time that 
he contracted the " gold fever," and spent three months 
in the Black Hills. Mr Nevens is a member of the 
Illinois State Teachers' Association, the Northern Illi- 
nois Teachers' Association, the Illinois State Teachers' 
Association, the Masons, Knights, Knights of Pythias, 
Grand Army of the Republic, Modern Woodmen and 
White Cross. 



667 



Walter Lawrence O'Brien 

To this gentleman must be given the distinction of 
being the youngest school principal in Illinois, he 
still being in his " teens," and, judging from the 
excellence of the work already done by him, he has a 
most promising future. 

Walter Lawrence O'Brien was born November 20, 
1892, at jNIaple Park, Illinois, his father being Michael 
O'Brien, a native of County Clare, Ireland, his mother 
Mary (Neven) O'Brien, native of Bristol, Illinois, both 
of whom are still living. He was educated in country 
schools ; the Maple Park High School ; Kaneville, 
Illinois, high school and the Northern Illinois State 
Normal School, at De Kalb. and he graduated from 
the latter June 23, 1910. He has a teachers' life certifi- 
cate and holds membership in the Illinois State Teach- 
ers' Association, the Illinois State Teachers' Reading 
Circle, Northern Illinois Teachers' Association and the 
Catholic Church. He is now fulfilling his first year's 
work as a teacher, in the capacity of principal of the 
high school at Newark, Illinois, and he has already 
become popularly known in educational circles. 



Mrs. Mary Darrow Olson 

MRS. OLSON was born in Cleveland, Ohio, her 
parents being Ammirus and Emily (Eddy) Dar- 
row, natives, respectively, of Henrietta, New 
York, and Windsor, Connecticvit, and both now deceased, 
the former having died in Chicago, in April, 1904, the 
latter in Kinsman, Ohio, in April, 1872. In the first 
year of her age, her parents moved to Kinsman, and 
here her childhood was passed. She studied at the 
academy there and later at the Michigan University, 
and finished at the Allegheny College, Meadville, Penn- 
sylvania, from which institution she graduated in 1882 
with the degree of A.B., receiving later that of A.M. 
in course. 

Mrs. Olson began her work as a teacher in the com- 





Mrs. Mary Darrow Olson. 



Walter Lawrence O'Brien. 

mon schools of her own State and county. Then, after 
graduation, she taught one year in the North East Ohio 
Normal School. The following year (1883) she came 
to Illinois and was instructor for a year in the State 
University, and then served two years as principal of 
the Champaign High School. In 1886 she went to 
Chicago and shortly thereafter was appointed principal 
of the Park Manor School. At the completion of the 
new McCosh School she became its first principal, 
which position she held until the beginning of her final 
illness at the end of the school year in June, 1909. 
Her vitality had been exhausted by her unremitting 
labor, and she failed to rally. She died November 14, 
igog, her husband, Mr. O. G. Olson, to whom she was 
married in i88g, having preceded her by nearly three 
years. 

Mrs. Olson possessed a sympathetic, magnetic per- 
sonality, which readily won the confidence and esteem 
of her colleagues and pupils. She had never forgotten 
her own life and experience, both as pupil and teacher, 
and so Avas able to put herself instantly in the place 
of either. Both knew that she regarded their welfare 
as her own. She used her best efforts to protect the 
children from all evil influences, without as well as 
within. As far as the limitations of a public school 
building permitted, she tried to make it an artistic 
home for all within its walls, accepting the old Greek 
conception that public buildings should be adorned as 
the real home of the people. 

Mrs. Olson was a successful teacher, but also some- 
thing more — in ejery upward movement she was in 
the front of the struggle. She was thoroughly demo- 
cratic; she knew no race, religion or nationality. She 
worked untiringly for woman suffrage. In the days 
of the old School Council she did all possible to sus- 
tain them and to realize their purpose. 

Mrs. Olson died at the age of fifty-eight. She might 
have lived longer had she been content to have done 
less. Measured by achievement, her life was long. 
Her death seemed untimely only because she felt she 
had not accomplished her task. 



668 



Sarah J. O'Keefe 

THE cause of popular education has a veteran and 
most accomplished exponent in the above named 
lady and she has long been familiarly and favor- 
ably known in pedagogical circles, particularly in Chi- 
cago, whose public school interest she has done so much 
to promote. 

Mrs. Sarah J. O'Keefe (nee Nightingale) was born 
in 1854 in Cambridge, England, and her parents, Joseph 
and Esther (,i\Ioxon) Nightingale, were natives of that 
city, noted for its great university. The former died in 
Fairmont, Minnesota, in February, 1907, the latter at 
Arlington Heights, Illinois, in July, 1904. She was edu- 
cated in county schools in Wheeling and Palatine town- 
ships and the Cook County Normal School, Englewood, 
graduating from the latter in' June, 1872. She also per- 
formed post-graduate work at the University of Chi- 
cago. Mrs. O'Keefe has been actively identified with 
public schools for upward of thirty-eight j'ears, having 
begun teaching in September, 1872. Her first school 
was at Arlington Heights, Illinois, where she remained 
nine years and then taught for a year at Palatine, Illi- 
nois. On leaving there she was assigned a school at 
Jefferson Park, Illinois, then a suburb of Chicago, but 
which was annexed to the city in 1889. In 1884 she 
became principal of the Jeff^erson Park School, now 
known as the Beaubien School, and located at North 
Fift\f-second and Winnemac avenues. She has a staft' 
of twenty assistant teachers, an enrolment of over 
eight hundred pupils, and the most pleasant relations 
e.xist among all. Mrs. O'Keefe is a skilled disciplina- 
rian, but " rules by love, not war," and commands the 
fullest confidence and esteem of her colleagues. 

In 1876 our subject was united in marriage to Mr. 
William O'Keefe, a most estimably known citizen, and 
their home is situated at Arlington Heights, Illinois. 
Mrs. O'Keefe has long been a member of the National 
Education Association and a loyal supporter of that 
organization, also a member of Illinois Teachers' Asso- 
ciation. 





Arthur Leon.\rd Odenweller. 



Sarah J. O'Keefe. 



Arthur Leonard Odenweller 

THIS gentleman made a wise choice when he 
selected pedagogy for his life-work, as he has 
achieved distinction therein in a comparatively 
brief period. He is a native of this State, having been 
bom near Industry, McDonough County, February I, 
1879, son of John L. and Lucinda (Bellomy) Odenwel- 
ler, both natives of Illinois, the former now living on 
his farm near Frederick, Illinois, while the latter died at 
Frederick, March 7, 1902. After completing a course 
in the public schools of Frederick, Mr. Odenweller took 
a business course in the Rushville Commercial School, 
then studied a year in Eureka College and two years in 
the Western State Normal School at Macomb, Illinois, 
from which he graduated in June, 1907. In June, 1909, 
he received an advanced diploma from the latter institu- 
tion in recognition of his excellence in teaching. He 
first taught as principal of a village school in Pleasant 
View, Illinois ; seven months in the country school at 
Hawkeye, Schuyler County, Illinois ; was principal of 
schools at Alpha, Illinois, two years ; principal of 
schools at Atkinson, Illinois, one year and for over a 
year has been superintendent of the schools of Henry 
Count}', Illinois. There he has supervision over one 
hundred and ninety-nine schools, three hundred and 
fifty teachers and about nine thousand pupils. 

Mr. Odenweller is a member of the Illinois State 
Teachers' Association, the Illinois State Teachers' Read- 
ing Circle, the Central Illinois Teachers' Association, the 
Superintendents' and Principals' Association and several 
fraternal organizations. June 21, 191 1, he was married 
to Miss Ellen Ahl, a native of INIoline, Illinois, a prom- 
inent worker in the Swedish Lutheran Church and also 
identified with educational work, having for several 
years been a popular teacher in the schools of her 
"birthplace. Miss Ahl graduated from the Moline high 
school, the State Normal School at Macomb, Illinois, in 
June, 1907, and in June, 1909, was awarded an advanced 
. diploma for superior excellence in teaching. 



669 



Charles Henry Ostrander 

PRINCIPAL of the William Penn Nixon School, 
Chicago, has been engaged in school work for up- 
ward of thirty years, and is well known as an edu- 
cator of force and ability. He is an active member of 
the National Education Association and keeps fully 
abreast of all advances made in his profession. 

Charles Henr\- Ostrander was born in Livingston 
County. Illinois, August 21, 1859, son of John B. and 
Nancy E. Ostrander, natives, respectively, of New York 
and Connecticut. Mr. Ostrander in youth attended a 
country school at Ottawa. Illinois ; attended the Ottawa 
High School, and then took courses in the Morris, Illi- 
nois, Normal School and the Jennings Seminary, at 
Aurora, Illinois. As a teacher he was first employed 
in country schools in La Salle and Livingston counties, 
Illinois ; then went to Verona, Illinois, for two years ; 
next to Naperville, Illinois, for a similar period, and 
for the past twenty-four years he has been located in 
Chicago. In the Nixon School he has a staff of twenty- 
nine assistants and an enrolment of 1,400 pupils, and 
the best of discipline is maintained. 

!Mr. Ostrander is a member of the George Howland 
Club. Knights Templar. Mystic Shrine and the Odd 
Fellows. He was married ^lay i. 1884. to Miss Mary 
Gregg, and they have three children, Mabel, Josephine 
and James Ostrander. 



John R. Pelsma 

ALTHOL^GH still a young man, with many pros- 

2"^^ pective years of usefulness before him, Mr. 

Pelsma has had long and valuable experience as 

a public instructor, and has held important, responsible 





John R. Pelsma. 



Ch.arles Henry Ostrander. 



positions in his chosen vocation. He was born April 
26, 1878, in Nappanee. Indiana, son of Reinder and 
Dora Pelsma, both natives of Holland and descendants 
of old-time families. The former is still living, while 
the latter deceased in Nappanee, Indiana, in 1883. The 
splendid education our subject possesses was secured 
in a district school near Nappanee; the Nappanee 
High School; Valparaiso (Ind.) L'niversity; Nevada 
State University ; De Pauw LIniversity and the Uni- 
versity of Chicago. He graduated from Valparaiso 
LIniversity, igoi, with degree of S.B.; from De Pauw 
L'niversity, 1908. with degree of A.B. Through post- 
graduate work he received the degree of Ph.M., 1910, 
from the L'niversity of Chicago, and also performed 
work in the L'niversity of Nevada, department of 
assaying and metallurgy. Since beginning his profes- 
sional career, he has been teacher in a district school 
in Elkhart County, Indiana ; principal at Triumph, 
Illinois ; principal at Waterford, Indiana ; instructor 
at the Sac and Fox Reservation ; principal of the high 
school, Nappanee, Indiana ; head of the department 
of science. Reno (Nev.) high school; superintendent 
of the Medaryville, Indiana, schools, and is now prin- 
cipal of the high school at Normal, Illinois, where he 
is assisted by si.x teachers and has no pupils. 

Mr. Pelsma is a member of the Illinois State Teach- 
ers' Association, Central Illinois Teachers' Associa- 
tion. Masonic Order, Knights of Pythias, Modern 
Woodmen, the ^Methodist Church, and is president of 
the Epworth League at Normal, Illinois. For a year 
he was observer in the L'nited States Weather Bureau, 
at Reno, Nevada, and has been a most extensive trav- 
eler, having visited thirty-five States in the L'nion and 
five foreign countries. A valuable contribution to edu- 
cational literature was a paper by ^Ir. Pelsma on " A 
. Child's Vocabulary and Its Development." published in 
the Pedagogical Seminary, September, 1910. 

Mr. Pelsma was married in 1904 to Miss Maud Pen- 
land, and thev have a daughter, Elizabeth Pelsma. 



670 



Mrs. Alice H. Putnam 

OXE of the world's most important factors in ad- 
vancing education was Froebel, the great German 
scholar, who, by originating the kindergarten 
system, achieved everlasting fame. This system was 
introduced in Chicago in the early seventies by Mrs. 
Alice H. Putnam, daughter of William L. Whiting, a 
former grain merchant and charter member of the Chi- 
cago Board of Trade, who died in 1850, She was a 
pupil of j\Irs. Ogden, of Columbus, Ohio, where her 
first morning spent in the kindergarten was like an 
entrance into the " Paradise of Childhood." 

Mrs. Putnam's preparation for that which has become 
her life-work began with daily life among children at 
home. An effort to meet the daily problems of the 
nursery' led her to see the necessity of a rational inter- 
pretation of a child's activities. This was long before' 
there was an}' definite or well-organized school for 
" child study." As more psychological opportunities 
offered, thej' were eagerh- grasped and the truths learned 
through courses of study under Col. F. W. Parker. Dr. 
John Dewey and other prominent child students pro- 
vided the means of reconciling many problems which had 
formerly been isolated. Principles and methods under- 
lying the teaching of literature, art forms, nature study 
and manual training; were sought, not only in relation to 
their place in the kindergarten, but for the right devel- 
opment of growing childhood. Everywhere this expe- 
rience has proven the truth of Froebel's saying: "God 
neither ingrafts nor inoculates. He develops each trivial 
thing in continuously ascending series, and in accord- 
ance with self-grounded and self-developing laws ; and 
God-likeness ought to be man's highest aim in thought 
and deed." 

Mrs. Putnam graduated from Mrs. Ogden's school, 
and on returning to Chicago taught iirst in her own 
home, and later taught in the Chicago Normal School 
under Colonel Parker ; also in summer schools in the 
University of Chicago and elsewhere, and also con- 
ducted a course for mothers on " Training of Children," 
in the Correspondence Department of the Extension 
Division of the University of Chicago. 

The Chicago Froebel Association was organized in 
1881 for the purpose of maintaining free kindergartens 
until such time as the Board of Education should make 
them a part of the elementary school work. This end 
was accomplished some twelve years later. Meantime 
many free kindergartens were conducted, and a training 
school for the preparation of kindergarteners was also 
established, with Mrs. Putnam as principal, a position 
she still holds, although this is an entirely independent 
school. Extensive kindergarten work was also under- 
taken at Hull House, including clubwork for boys and 
girls who had outgrown the activities of the kinder- 
garten. 

In concluding this sketch of one who has done so 
much for the cause of kindergarten education in Chi- 
cago, we quote from a previous sketch of Mrs. Putnam : 

" She has never courted publicity, but her endeavor 
has always been to build firmh' upon the fundamental 
idea that manifests itself in the nurture and direction 
of all the normal faculties of the child, and upon the 
recognition of individual and social development through 
self-activity. To this end she has rejoiced in the in- 
creasing demand for the true psychological study of 
children ; has welcomed every practical aid toward the 
betterment of special departments of training, and, 
through her open-minded attitude toward educators who 
have looked at and criticized the kindergarten from 
their various viewpoints, she has striven constantly to 
overcome the tendency to narrowness that is the beset- 
ting temptation of every advocate of a particular form 
of truth. With singleness of purpose, yet breadth of 
view, her motto has been " Fundamental principle first, 
then never-ending, unlimited expansion," or, as some 
one has said, " Strength at the center, freedom at the 
circumference." 

671 




Mrs. Alice H. Putnam. 

Charles M. Parker 

WHEN R. T. Morgan, county superintendent of 
the schools of Dupage County, Illinois, said of 
Mr. Parker : " He has done much to advance 
the noble cause of our ' great common schools in Illi- 
nois,' " he uttered but a truism. The value of the serv- 
ices he has given to the promotion of popular education, 
not only in this State, but throughout the Union, can 
not be overestimated. Millions of copies of his " Penny 
Classics," of which he was the originator, have been 
used in the public school service. For twenty years he 
has been the publisher of the noted Illinois State Course 
of Study. 

He founded the School News, in June, 1887, an edu- 
cational publication that has proved of wide scope in 
influence during the twenty-four years of its existence. 
This journal has about thirty regular contributing edi- 
tors. Its aim is to encourage a number of broad edu- 
cational movements, such as " Education for Country 
Life," " Farmers' Institutes,'' " Agricultural Education," 
" Audubon Societies," " School Libraries," etc., by em- 
ploying experts to conduct departments on these sub- 
jects. It is an all-round school journal for school 
superintendents, principals and teachers of all grades. 
Throughout the Union his publications have been in- 
dorsed by school boards and teachers. On July 11, 
1910, Mr. Parker's printing plant at Taylorville was 
destroyed by fire. This catastrophe caused the loss of 
several large editions of nearly four hundred publica- 
tions. One item of loss in the fire was an edition of 
twenty thousand copies of the " Illinois Course of 
Study." In spite of this and other difliculties, business 
was resumed by him in a very brief time. 

Mr. Parker has been a member of the Board of 
Directors of the Farmers' National Bank, of Taylor- 
ville, since its organization in 1900 ; a member of the 
Taylorville Library Board for a number of years, and 
was chairman of the Building Committee during the 
erection of the Carnegie Library Building. For the 
past eight years he has been a member of the Taylor- 



ville Township High School Board ; a member of the 
Board of Directors of the Christian County Telephone 
Company and its treasurer from its organization; ^ is 
president of the Board of Directors of the Taylorville 
Home Building and Loan Association, and has been a 
member of the Board of Directors of the Ta3'lorville 
Chamber of Commerce since the organization of that 
body, serving as its president for two years. 

Mr. Parker was born in the mountains of western 
North Carolina, September ly, i860; son of Samuel S. 
and Elizabeth (Call) Parker, both natives of North 
Carolina and both deceased, the former having been 
killed in 1862 in the Civil War, while the latter de- 
ceased in JNIarch, 1876, in Christian County, Illinois. 

]Mr. Parker was educated in the country schools of 
Christian Count}-, Illinois; the United Brethren Col- 
lege, of Westfiefd, Illinois ; the teachers' summer insti- 
tutes in Macon and Christian counties and the Illinois 
Teachers' Reading Circle, in which he completed two 
courses. He was a teacher for ten years, eight years 
in the cotjntry schools of Christian and ]Macon counties 
and two years as assistant principal of the West Side 
School, in Taj'lorville, and for ten years he was insti- 
stitute instructor, having taught in teachers' institutes 
in nearly fort\- counties of Illinois, Indiana and Penn- 
S3dvania. He is a member of the National Education 
Association, the Illinois State Teachers' Association, 
ex-member of the Illinois State Reading Circle in which 
he completed two courses and a member of the Baptist 
Church. On December 2y. 1883, he was married to 
INIiss Leonora L. Wright, and they have four children, 
Minnie L. Sultz, Howard, Jennie and Roy. ■ 

Daniel Baldwin Parkinson 

A]\IONG the noted institutions of learning in the 
Prairie State, none holds a more honored name 
than the Southern Illinois Normal Llniversitj', at 
Carbondale. From its halls have graduated hundreds 
who have become prominent in political, mercantile and 
financial circles. Its curriculum is broad, comprehen- 





Daniel B.\ldwin P.\rkinson. 



Ch.\rles ^I. P.arker. 

sive and excellent in everj' feature. To be at the helm 
of such a splendid institution as this is indeed an honor, 
and this honor is now enjo3-ed by Prof. Daniel Baldwin 
Parkinson, a ripe scholar and a learned scientist. 

Doctor Parkinson is a native of this State, his birth- 
place being near Highland, jMadison County, where he 
was born September 6, 1845, son of Alfred j. and Mary 
(Baldwin) Parkinson, natives, respectively, of Tennes- 
see and New York. Both are deceased, the former hav- 
ing died November 14, 1904, near Highland, Illinois, 
the latter in Kansas Citj', Misouri, on January 28, 1890, 
After attending a district school, ^Ir. Parkinson studied 
in the public schools of Highland, and later in McKen- 
dree College and the Northwestern Laiiversity. He 
graduated June 8, 1868; received the degree of JNIaster 
of Arts in 1874, and that of Doctor of Philosophy in 
1879 from McKendree College. On entering the public 
school service he taught for seven months in rural 
schools ; was for nine months principal of the public 
schools in Carmi, Illinois ; for three years teacher of 
science and mathematics at Jennings Seminary, Aurora, 
Illinois ; professor of physical sciences in the Southern 
Illinois Normal L'niversity from 1874 to 1895, and since 
the latter year has been the honored president of this 
valuable institution, making a continuous service of 
nearly thirty-eight years in the same school. 

Doctor Parkinson was a delegate to the International 
Congress of the Young Men's Christian Association in 
1876; has been president of the Southern Illinois Teach- 
ers' Association, and also president of the Illinois State 
Teachers' Association. He is a member of the National 
Council. National Education Association, the Illinois 
State Teachers' ^Association and the Southern Illinois 
Teachers' Association. Is a member of the ^lethodist 
Episcopal Church. He was first married on December 
28, 1876, to jNIiss Julia F. ;Mason, who died August 6, 
1S79, and on July 30. 1884, he was united in marriage 
to ]\Iiss Mary Alice Raymond. There are in the family 
three children, Daniel M., son of the first wife; Ray- 
mond F. and Mary Alice, children of the present JNIrs. 
Parkinson. 



672 



Rose Pfeiffer 

SCHOLARLY in all that the word conveys, progres- 
sive and aggressive in forwarding scholastic meth- 
ods, and advancing the status of popular education, 
too much credit can not be given Miss Pfeiffer, who has 
given for so many years most unselfish work in the 
public schools of this State. To such as her are due 
the great efficiency to which the public school system of 
Illinois has arrived. 

]Miss Pfeiffer is a native of this State, her birthplace 
being Peoria, Illinois. There she was educated in the 
graded and high schools and the Peoria County Normal 
School, where she studied under Prof. S. H. White, and 
graduated as valedictorian of her class on June 33. 1871. 
She first taught for two years in the rural schools of 
Peoria County, then for twenty years was in the primary 
department of the Franklin School, was principal of the 
primary grades in the school for four years, and for the 
past fifteen years has been principal of the grammar 
department of the Whittier School, where she has 
supervision of eleven teachers and about four hundred 
and thirty pupils. 

Miss Pfeiffer's special study has been literature, and 
she has studied this subject, also French and German, 
under special instructors, likewise has attained credits 
from Chautauqua literary and scientific circles. She has 
acted as director of the Women Teachers' Club of 
Peoria. She is also a member of the National Educa- 
tional Association, and the work she has performed in 
the interest of education can not be too highly estimated. 

Charles Irving Parker 

ONE of the main causes for civic pride on the part 
of the citizens of Chicago is that of the admirable 
school S3'stem which prevails, the large number of 
fine school buildings and the excellent discipline that 
marks their management. A good example of these is 





Ch.^rles Irving P.\rker. 



Rose PrErFFER. 



found in the Bowen High School, located at Eighty- 
ninth street and Manistee avenue, of which Charles 
Irving Parker is the honored principal. This gentle- 
man is a veteran in the educational field, having been 
a public instructor for more than the average lifetime, 
and he is widely known as a profound scholar and an 
educator of the highest accomplishments. He was born 
March 10, 1838, in Bedford, New Hampshire, son of 
John and Eliza (Goffe) Parker, who were also natives of 
Bedford, and both of whom are deceased, the former 
having died in February, 1881, the latter, December 2, 
1898. He attended the Piscatquog Pubhc School, 
" Squog " Academy, Appleton Academy, New London 
Academy, Mount Vernon Academy and Dartmouth 
College, graduating from the latter in 1863 with the 
degree of A.B. Ihe first school taught by him was 
in Fisherville, a suburb of Concord, New Hampshire; 
the second at Hooksett, New Hampshire. In 1861 he 
taught a country school near Carrollton, Illinois, after 
which he returned to college, but remained there only 
long enough to enlist in " The College Cavaliers," a 
company of college students who entered the Union 
ami}' in 1862. After his discharge from the army he 
engaged in teaching in Illinois. He taught at Virden, 
Staunton, Carlinville. Joliet, Danville, Hyde Park, 
South Chicago and Chicago. He was superintendent 
of schools at Carlinville, Joliet, Danville, Oakland and 
South Chicago. He is now principal of the James H. 
Bowen High School, of Chicago. 

Mr. Parker has been president of the Illinois State 
Teachers' Association, a member of the Illinois State 
Board of Education, and is now a life director in the 
National Education Association. He was made a life 
director in the National Education Association by a 
vote of the State Teachers' Association in 1886. On 
May 29, 1862, he was married to j\Iiss Frances Emma 
Avery, and their family comprises two daughters, Mrs. 
Adela Parker Kendall, a resident of Chicago, and Miss 
Mabel L. Parker, a teacher of English in the Hyde 
Park High School. 



43 



673 



William C. Payne 



THIS gentleman, who has long been prominently 
identified with the public schools of Cook County 
and Chicago, was born in Racine, Wisconsin, July 
28, 1861, his father being Alfred Payne, native of Liver- 
pool, England, who died at Hinsdale, Illinois, in 1894, 
and Olive (Child) Payne, native of New York. He 
was educated in the graded and high schools of Racine, 
Wisconsin, the high school at Hinsdale, Illinois, and 
the Chicago Law School. The schools taught by him 
since beginning his professional career were as follows : 
Schaumberg, Lile and Mt. Forest district schools ; prin- 
cipal of the Bloom high, Taylor and Gallistel schools. 
South Chicago ; teacher in the Cook County Normal 
School, under Colonel Parker ; principal in Chicago of 
the Chalmers, Thos. Hayne, Lawndale, Gladstone and 
Harrison schools ; and also district superintendent from 
1900 to 1903. He is now principal of Harrison Practice 
School, Twenty-third place, between Princeton and 
Wentworth avenues, where he has under his able lead- 
ership thirty-five teachers and seventeen hundred pupils. 
Mr. Payne is a member of the National Education 
Association and the Illinois State Teachers' Association. 
He was married June 28, 1888, to Miss Isabella Good- 
win, of Chicago, and their family comprises three sons : 
Leonard, Alfred and Henry. 



D. Walter Potts 




COMPLETE efficiency and thoroughness in methods 
have been the distinguishing traits in the public 
career of the svibject of this sketch, and he has 
done splendid service in the schooldom of this State. 



William C, Payne. 




D. Walter Potts. 



D. Walter Potts was born April 23, 1870, in Litch- 
field, Illinois, son of E. J. Potts and Agnes A. Potts, 
who were also natives of this State, the former of 
whom deceased August 19, 1910, at Decatur, Illinois, 
and is survived by his widow. The sound education he 
possesses was secured in the graded schools and high 
school of Litchfield, graduating from the latter iMay 
20, 1890, and in courses at the Washington University 
and McKendree College. He has done a considerable 
amount of literary work, among the most noteworthy 
being, "A Fortnight in the London Schools" (copy- 
righted) and a paper on the "Relation of Motor to 
JNlental Activity," read before the Illinois State Teach- 
ers' Association. Among the prominent positions he has 
held is that of president of the East St. Louis Teachers' 
Association and president of the St. Clair County 
Teachers' Association. 

Mr. Potts' first official position was that of principal 
of schools at Mt. Vernon, Illinois, which he filled from 
1891 to 1895, and then for four years was principal of 
the Alonroe High School, at East St. Louis, Illinois. 
Succeeding this he was principal of the Longfellow 
School, East St. Louis, for five years ; was for five 
years principal of the Horace Mann School, in the 
same city, and for the past year has been principal of 
the East St. Louis High School, where he has a staff 
of eighteen teachers and an enrolment of 475 pupils. 
In 1900, in Charleston, Illinois, Mr. Potts passed the 
state examination and was granted a life state certifi- 
cate. 

Mr. Potts is a member of the National Education 
Association, the Ilinois State Teachers' Association, 
the Southern Illinois Teachers' Association, the St. 
Louis Society of Pedagogy, the Royal Arch degree of 
the Masonic Order and the Christian Church, and his 
career has been one reflecting the greatest credit upon 
his ambitions and ability. 



674 



Edgar Commodore Pruitt 

TEACHING is not a mechanical process, but is a 
spiritual activity, as, indeed, life itself is not 
wholly physical, but in the last analysis a spiritual 
process. The heart-beat of the world is the throbbing 
life of the school, and the germinal element of life. 
Through schools, and the school-teacher, has modern 
civilization attained the advanced stage it now enjoys. 
Among the noted public educators of this State, a 
position of prominence has long been held by Edgar 
C. Pruitt, who is possessed of exceptional ability. He 
is a native of Paragon, Indiana, born November S, 
1863, his father being Sanford C. Pruitt, a native of 
Kentucky, who deceased December 11, 1908, at Spring- 
field, Illinois, while his mother, Cassandrie (Ludlow) 
Pruitt, a native of Indiana, still lives. He first grad- 
uated from the eighth grade in a country school, then 
attended the high school at Lincoln, Illinois, from which 
he graduated in June, 1884, and later studied for two 
summer terms in the Normal school at Normal, lUi 
nois. His first school was at Pleasant Hill, Illinois, 
where he remained five years, and then was stationed 
at Crow's jNIill, Illinois, for five \'ears, and at German 
Prairie, Illinois, two years. He next became principal 
of the school at Cottage Hill, Illinois, and during his 
seven years' tenure there made it the most noted coun- 
try school in the United States. He next was elected 
to his present position, that of County Superintendent 
of Sangamon County, Illinois, served two years, and 
gave such satisfaction that he was reelected in igio. 
He has supervision over 485 teachers and 16,193 pupils. 
Mr. Pruitt is a member of the Illinois State Teachers' 
Association, the Illinois State Teachers' Reading Circle, 
the Central Illinois Teachers' Association, Odd Fel- 
lows, Masonic Order, Modern Woodmen, Maccabees 
and the First Christian Church. On December 26, 
1893, he was married to Miss Adaline Hensel, and they 
have two children, Hallie Arlowyne and Wesley Chan- 
cellor. 




Edgar Commodore Pruitt. 



Robert Pifer 




Robert Pifer. 



MR. PIFER is an ardent enthusiast in his chosen 
vocation of public-school instructor, and his 
career has been attended with the most substan- 
tial success. He is an advanced thinker, thoroughly 
progressive in his methods of school management, and 
ever assiduous to promote the interests of those coming 
under his jurisdiction. 

Mr. Pifer is a native of the Prairie State, having 
been born, 1868, in Wayne County, Illinois, his parents 
being James H. and Sarah Ann Pifer, both natives of 
Ohio, the latter of whom deceased in i8go in Wayne 
County. Our subject possesses an excellent education — 
one of the most practical character. He first attended 
country schools, then took courses in Hayward College, 
Fairfield, Illinois; Austin College, Effingham, Illinois; 
Charleston State Normal School, Normal University, 
the University of Illinois, at Urbana, and he is a grad- 
uate of Hayward College, Normal Department, class 
of '96. 

On entering upon pedagogical work he taught in 
country schools in Wayne County for nine years, later 
in Villa Grove and Camargo, both in Douglas County, 
Illinois, and Ogden, Champaign County, Illinois, and he 
is at present principal in Stanford, McLean County, 
Illinois. There he has supervision of five schools, five 
teachers and one hundred and thirty pupils, and the best 
of discipline and order is at all times maintained. Mr. 
Pifer is a member of the National Education Associa- 
tion, the Illinois State Teachers' Association, Central 
Illinois Teachers' Association, Modern Woodmen and 
the Christian Church. In 1908 he served most capably as 
president of the Wayne County Teachers' Association. 
In igo6 he was married to Miss Efifa Wright and they 
have one child, a son, Joseph W. Pifer. 



675 



James LaFayette Parks 

ALTHOUGH one of the younger exponents of the 
public school system of Illinois, yet Mr. Parks, 
the subject of this brief sketch, has already proved 
his worth and ability as an instructor and mind-builder, 
and he is recognized as a valuable adjunct to the public 
service. He was born in 1881, near Dyersburg, Tennes- 
see, son of W. B. Parks, native of Alabama, who is still 
living, and M, M. (Clift) Parks, whose demise occurred 
in igoo at Lenox, Tennessee, her native State. He was 
educated at Nash"s school, near Friendship. Tennessee, 
and in the public schools of Dyersburg "and Newburn, 
Tennessee, and later took a course at the Southern Illi- 
nois Normal LTniversity, from which he graduated in 
1905. His first position, in a pedagogical capacity', was 
as principal of the high school at Carterville, Illinois, 
and thence he went to the principalship of Carbondale 
high school. He is now principal of schools at Jones- 
boro, LTnion County. Illinois, where he is assisted by a 
competent and most efficient stafif of assistants. 

Mr. Parks has given numerous addresses on educa- 
tional topics, and many creditable short poems of his 
have been published. He is also an accomplished vocalist 
and instrumentalist and gives instruction on the violin. 
He holds membership in the Woodmen of the World, the 
Y. M. C. A., the Masonic lodge, and the South- 
ern Illinois State and National Teachers' Associations. 
In 1910 Mr. Parks was elected president of the School 
Council, which meets annually at Carbondale. 

Every year, Mr. Parks has his time drawn upon to 
give many education addresses. In igog he gave fifteen 
addresses in southern Illinois and Kentucky. 

On June 11, 1904, Mr. Parks was married to Miss 
Anna M. Hodge, and they have one child, Harold H. 
Parks. 




James L.\Fayette Parks. 




F. C. Prowdley 



F. C. Prowdley, 



FOR more than nineteen years the above named has 
been an active, valued member of the public school 
teachers' fraternity of the State of Illinois, and 
that he is possessed of more than ordinary attainments 
has long been recognized bj' his colleagues and the 
public alike. 

JNIr. Prowdley was born in Hillsdale Count}% Michi- 
gan, December 2. 1866. his parents being George H. and 
Ellen A. (Welborn) Prowdley, both natives of Michi- 
gan, the former of whom deceased at Constantine, 
Michigan, in April, 1904, and is survived by his widow. 
Our subject was educated in the public schools of his 
native State, and graduated from the high school at 
Constantine. Later he took a literary and scientific 
course in the ]\Iichigan State Normal LTniversity, and 
was graduated therefrom in 1S91. He also performed 
post-graduate work in Wesleyan LTniversity, Blooming- 
ton. Illinois, and at the Minnesota LTniversity. He 
made the usual beginning as a teacher of country 
schools ; then became principal and superintendent at 
Saybrook, Illinois, where he remained five years; 
was superintendent at Colfax, Illinois, four 3'ears; 
superintendent at Nashville, Illinois, three years ; super- 
intendent at ^Metropolis, four years, and is now superin- 
tendent at Anna. Illinois, where he has the management 
of three schools, eighteen teachers and 650 pupils. 
While at Colfax he was president of the village two 
terms. 

JNIr. Prowdley is a member of the Southern Illinois 
Teachers' -Association, the ^lasonic Order and the 
Methodist Episcopal Church. He was married July 3, 
1893, to JNIiss May A. Hovey. and they have had one son 
and one daughter, George and Frances Maj' Prowdley, 
the former of whom died in December, 1905. 



676 



David M. Pfaelzer 

IT is beyond dispute that the public schools and pub- 
lic-school system of Chicago are among the best in 
the world. Everything, every one, appertaining 
thereto, has been selected with the greatest of care, 
without prejudice, the predominant idea being to secure 
the fittest and most satisfactory. The splendid status 
of the schools in the metropolis of the West proves that 
these efiforts have not been in vain. 

In the selection of members for its Board of Educa- 
tion, Chicago has been particularly fortunate, and to 
the unselfish services of those elected to this body much 
of the excellence of the present school system is due. 
The present Board is among the best that was ever 
assembled, and among its hard-working members, with 
an eye ever to the public good, is David M. Pfaelzer, 
well known as a progressive, thoroughly public-spirited 
citizen. 

Mr. Pfaelzer was born November 23, 1853, in Lauden- 
bach, grand dukedom of Baden, Germany, son of Moses 
and B. H. (Daube) Pfaelzer, both natives of Germany, 
and now deceased, the former having died in 1S82, the 
latter in 1881. He was educated in the public schools 
of Laudenbach and Hemsbach, Germany, and July 10, 
1868, graduated from the Real Gymnasium, Weinheim, 
Germany, with honors to his creclit. He has for years 
been an honored citizen of Chicago, and in his present 
capacity as member of the Board of Education has per- 
formed excellent services. 

Mr. Pfaelzer is a member of the Masonic Order, the 
Knights of Pythias and the Israelite Church. He is 
also director and treasurer of the Chicago Winfield 
Tuberculosis Sanitarium, member of Iroquois and 
Standard Clubs and the Idlewild Golf Club. In 1882 
he was married to Miss Augusta Daube, of Chicago, 
and their residence is at 4109 Grand boulevard, Chicago. 




David AI. Pfaelzer. 



\ 




Lewis Alexander Pringle 

SUPERINTENDENT of Schools at West Harvey, 
Illinois, has been engaged in schoolwork for the 
past thirteen years and bears an excellent reputa- 
tion in educational circles. He is a native of this State, 
having been born in Chicago, October 19, 1874, son of 
Thomas A. C. and Martha A. Pringle, the former a 
native of New York city, the latter of New Haven, 
Connecticut; the father is still living, the mother died 
November 25, 1909. He was educated in the Engle- 
wood (111.) grammar schools, entered the Englewood 
High School in 1888 and graduated therefrom in 1892, 
and then took a course at the Armour Institute (aca- 
demical). After engaging in business for a few years 
he entered the University of Chicago, from which he 
graduated in 1902 with the degree of Bachelor of Arts. 
He first taught school at Schaumberg Center, District 
54, then in District 106; was Principal at Berger and 
Lyonsville, successively, when he became Superintendent 
of Schools at West Harvey (1906), all in Cook County, 
Illinois. As Superintendent at West Harvey he has 
the management of three schools, has seven assistants 
and an enrolment of 235 pupils. 

Mr. Pringle is a member of the Illinois State Teach- 
ers' Association, the Northern Illinois Teachers' Asso- 
ciation, and is at present (1911) Secretary of the Cook 
County Teachers' Association and Superintendent of the 
Honore Avenue Methodist Sunday-school. 

On August 18, 1904, Mr. Pringle was married to Miss 
jNIay E. Wilson, and they have two children, Dorothy 
and Edward Blakeslee. 



Lewis Alexander Pringle. 



677 



Harry Ambrose Perrin 

SPECIAL studies have been made of psychology, 
2o6Iog\' and botany by Mr. Perrin, and he excels 
in these branches. He has served as president of 
count}' and local teachers' institutes and has also been 
on several committees of the various State organiza- 
tions. As a speaker and institute worker he has also 
performed notable service in the cause of education. He 
is an ardent upholder of the gospel of consistent hard 
work. 

Mr. Perrin was born in Richmond, Michigan, son of 
the Rev. D. A. Perrin, D.D., a native of Canada, and 
Achsah R. Perrin, a native of New Jersey, both of 
whom are still living. Both of his parents were college 
teachers. He was educated in the public schools of 
Gardner, Normal, the Illinois State Normal University, 
the Birmingham School of Arts, the University of Illi- 
nois and the University of Chicago. He graduated from 
the Illinois State Normal Universit}' in 1903 with de- 
grees A.B., Ph.B. For twelve years he was principal 
of the village school at Williamsville, Illinois, then was 
superintendent of the Pawnee (111.) schools for three 
years, was superintendent of the Auburn schools one 
year, and for the past four years has been superintend- 
ent of the Carlinville city schools, where he has charge 
of five schools, twenty teachers and seven hundred and 
fifty pupils. He is a member of the Illinois State Teach- 
ers' Association, the Illinois Principals' Reading Circle, 
a 32° Mason and the Methodist Episcopal Church. On 
August 6, 1907, he was married to Miss Alice Pollock, 
and they have one child, Harry Ambrose Perrin, Jr. 




Harry Ambrose Perrin. 




L. Day Perry 



LDAY PERRY was born in St. Anne, Illinois, 
, in 1887. His father, L. H. Perry, was a native 
of New York, and his mother, M. E. Ireland, of 
Michigan, both of whom are still living. 

Mr. Perry received his education at first in the St. 
Anne public schools, and afterward attended the North- 
ern Illinois State Normal School, from which he was 
graduated in 1896. He then took a supplementary 
course in the University of Chicago, and studied manual 
training work at DeKalb Normal. 

He began his work as a teacher at Waterman, Illi- 
nois, where he was principal of the high school for a 
year, following this by teaching drawing and manual 
training at Berwyn, Illinois, for a year, after which he 
took his present position as manual training director at 
Joliet, Illinois, where he has been for three j'ears past. 

He is a member of the Northern Illinois Teachers' 
Association, belongs to the Presbj-terian Church, and is 
president of the '' Brotherhood " of the First Presby- 
terian Church, of Joliet. 

As would be indicated by the above, he has made a 
special studj' of manual-training methods, and is a 
great believer in the saving qualities of a knowledge of 
work along these lines for the young men of the land. 

He married Miss Grace Dammerau, in August, 1908, 
and they have one child, L. Day Perry, Jr. 



L. D.\Y Perry. 



678 



Otto Charles Pfennighausen 

MR. PFENNIGHAUSEN was born in St. Louis 
County, Missouri, October II, 1869; liis father, 
Reinhold von Pfennighausen, and his mother, 
Louise Gallen, both having been natives of Germany. 
His father died in Lebanon, IHinois. January 22, 1901 ; 
and his mother in St. Louis County, June 2, 1874. 

The young man attended the St. Louis Graded, the 
St. Louis High School and McKendree (111.) College, 
from which he was graduated in 1893 with the degree 
of Master of Science, after which he attended the Illi- 
nois University and Toensfeldt's Institute. 

His first teaching was in the Lebanon schools, where 
he continued for ten years ; then taught at Leuzberg, 
Illinois, one year ; at the Belleville High School two 
years, and the Belleville Graded Schools four years, 
where he is now principal, with eight teachers and 325 
pupils under his charge. 

He is a member of the Illinois State Teachers' Asso- 
ciation, the Southern Illinois Teachers' Association, the 
St. Clair County Historical Association, the Methodist 
Brotherhood, of which he is Secretary, and the Teach- 
ers' Bowling Club, as well as belonging to the order of 
the Ancient Free and Accepted Masons. He has made 
a special study of political economy, German and book- 
keeping, and has made a number of public addresses. 

June 24, 1896, he married Sara E. Jones, and they 
have six children — Cornelia, Louise, Ida, George, 
Belle and Emma. 



William E. Quine, M.D., LL.D. 

THE story of the singularly successful career of 
Dr. William E. Quine is full of interest, affording 
as it does a noteworthy illustration of what may 
be accomplished by rare mental power when combined 
with indefatigable energy and persistent, hard work. 
While still in the vigor of middle life, he has already 
been the recipient of many distinguished honors from 
his professional brethren, from his Church and from 
his State, and seemingly he has yet before him many 
years of usefulness and distinction. 

Doctor Quine's birthplace was the quaint old town of 
Kirk St. Ann, in the Isle of Man. His father was 
William Quine, and his mother's name was Margaret 
Kinley. Born February 9, 1847, he accompanied his 
parents to America when a child of six years. The 
family settled in Chicago, and it was in the city's gram- 
mar schools and the old " Central " high school that the 
youth received his rudimentary training. After leaving 
school he began the study of pharmacy and materia 
medica, to which he brought an aptitude derived from 
native talent and inborn tastes. His theoretical studies 
were supplemented by practical experience as a drug 
clerk, and in 1866 he matriculated at the Chicago Med- 
ical College. As a student his course was exceptionally 
brilliant. Before graduation he was appointed, after 
undergoing the ordeal of a competitive examination, an 
interne in the Cook County Hospital. He has the honor 
of being the only undergraduate of the rank of a junior 
medical student who has ever been elected to the house- 
staff of the County Hospital over competing graduates. 
In this position hi^ earnest enthusiasm and devotion to 
" duty at once challenged the respectful admiration of his 
superiors, and after passing through various gradations 
in the service he graduated in 1870 and soon after was 
made attending obstetrician and gynecologist to the 
hospital by the medical board, in which position he con- 
tinued ten years. Before being thus honored, however, 
he received the degree of M. D. (1869), and such pro- 
ficiency had he developed in materia medica and thera- 
peutics that he had scarcely beecome an alumnus when 
his alma mater summoned him to fill that chair in her 
faculty of distinguished men. This occurred when he 
was scarcely twenty-two years of age. As a lecturer 
he was popular, being not only thoroughly qualified in 




Otto Charles Pfennigha'usen. 

scholarship, but also endowed with the rare gifts of 
oratory, ready diction and personal magnetism. 

In 1883 Doctor Quine severed his connection with 
the Chicago Medical College to accept the professorship 
of the Principles and Practice of Medicine and Clinical 
Medicine in the College of Physicians and Surgeons. 
It is not too much to say that it is largely due to his 
sagacious, untiring assiduity, no. less than to his per- 
sonal influence with his associates, that this college was 
amalgamated with the University of Illinois, and it 
was in recognition of this service, as well as to his rare 
qualifications, that he was made Dean of the School of 
Medicine by the Board of Trustees of the University. 

The honorary degree of LL.D. was conferred upon 
him by the University in June, 1904. Doctor Draper, 
president of the university at that time, said : " William 
Edward Quine : In recognition of your standing as a 
physician and humanitarian, of your long and distin- 
guished service to medical education, of many contribu- 
tions by word and deed to the advancement of your 
splendid profession, and particularly to the College of 
Physicians and Surgeons, and of the fine and courageous 
support you have given to the best impulses and the 
noblest institutions of society, you are admitted to the 
degree of doctor of laws, and declared to be entitled to 
the honors and privileges thereof." Doctor Quine still 
holds his chair in the faculty of the College of Physi- 
cians and Surgeons and the position of Dean. 

For several years Doctor Quine served as president 
of the State Board of Health, discharging his obligations 
with unwearying patience and unswerving fidelity. He 
has been a frequent and highly valued contributor to 
medical journals, and he is unsurpassed as a lecturer 
on medical subjects. He is a member of the American 
Medical Association, the Illinois State Medical Society 
(ex-president), the Chicago Medical Society (ex-presi- 
dent), and of the Medico-Legal Society of (Chicago, and 
many and various are the encomiums" paid him by his 
colleagues. 

In his physical build Doctor Quine reminds one of the 



679 



hackneyed quotation from Horace, " Mens sana in cor- 
pore Sana." While not above medium height, he is of 
strong, rugged build, while his mien tells of repose and 
dignity of character. His patriotic impulses are strong 
and his religious convictions are of that deep, abiding- 
sort which not infrequently is associated with characters 
of moral virility. His religious faith is that of the 
Methodist Episcopal Church, of which he is a devout 
and consistent member, having filled the post of presi- 
dent of that strong, influential and typical association of 
Methodist laymen known as the Methodist Social Union. 
In 1876 Doctor Quine was married to Miss Lettie 
Mason, of Normal, Illinois. J\Irs. Quine was a lady of 
ripe culture and extensive travel, as well as unusual 
native ability. As a medical missionary to China she 
won merited distinction through her unfaltering zeal 
and her heroic self-abnegation. She died June 14, 1903. 
In her name Doctor Quine has permanently endowed 
four secular schools for girls in various cities of China, 
and he is now engaged in building a fine hospital for 
women in the city of Chin Kiang. 

Emma Rebman 

MISS EMl\IA REBMAN, the talented county 
superintendent of schools of Johnson County, 
Illinois, is a " woman of mark," and has achieved 
distinguished success in her calling. She is noted as 
one of the most progressive teachers in the Prairie 
State, and her record fully merits this distinction. 

She is a speaker of decided talent, and, while sta- 
tioned in Arizona, delivered one of the principal ad- 
dresses before the Arizona Teachers' Association at 
their annual meeting in 1907, at which there were more 
than five hundred teachers present. As a writer, too, 
she has gained attention, having contributed many val- 
uable articles to magazines. 

Of her capability as a teacher. President H. B. Brown, 
of the Valparaiso University, Indiana, from which she 
graduated in 1893, said: "Miss Emma Rebman will 
make a very superior principal of schools. She possesses 





Emm.'V Rebman. 



WiLLi.^M E. Quine, M.D., LL.D. 

great ability, is a fine organizer, good in government, 
and especially apt in imparting instruction. There is 
no one whom I can with more confidence recommend to 
public favor. She will be valuable not only in the 
schoolroom, but in the community as well." 

Miss Rebman was born July 22, 1864, on a farm near 
Vienna, Illinois, her parents being F. A. Rebman, a 
native of North Carolina, who died in 1879, and Louisa 
(Slack) Rebman, a native of Illinois, who died in 1877. 
She was educated in the public schools of Illinois, the 
Northern Illinois State Normal School, the St. Louis 
-Academy and the Valparaiso Normal University. In 
addition she has visited many of our most noted insti- 
tutions of learning, including Columbia College, Johns 
Hopkins University, Vassar, Harvard and Yale Col- 
leges, the University of Chicago and Toronto Univer- 
sity. She has also visited many of the leading city 
schools, both East and West, including those of Boston, 
New York, Philadelphia, Chicago, St. Louis and Los 
Angeles, California. 

She first taught in country and village schools in Illi- 
nois for fourteen years, then in the city schools of Pop- 
lar Bluff, ^lissouri, for five years. 

She was awarded a year's scholarship in a German 
university, having" her choice of either Heidelberg or 
Stuttgart. She chose the former, and was preparing to- 
sail, when the illness of her brother intervened, causing 
her to change her plans, and she accompanied him to 
Mexico, Arizona and California. She taught for six 
years in the city schools of Phcenix. Arizona, and has 
been principal of several schools. Returning to this State 
she was elected county superintendent of schools of 
Johnson County. 

Miss Rebman is a descendant of old European stock. 
Two of her father's uncles were Prussian soldiers in the 
Napoleonic w-ars, and later helped to guard Napoleon 
on the island of St. Helena up to the time of his death. 

She is a member of the National Education Associa- 
tion, the Rebekahs, Woman's Club, Shakespeare Club 
and the Methodist Episcopal Church, and she resides in 
Vienna, Illinois. 



680 



John C. Reeder 

THE ranks of that great civil army of Illinois, the 
public-school teachers, are constantly being aug- 
mented by the accession of new members, who 
bring with them new vigor and up-to-date methods to 
infuse into the existing order of things and aid in the 
general spirit of progress. 

Among this 3'Ounger generation of pedagogues is Mr. 
Reeder. He was born March 28, 1879, in Douglas 
County, Illinois, son of Thomas C. and Sarah (Sharp) 
Reeder, both natives of Ohio. As a pupil he attended 
a district school in Coles County, Illinois, until eighteen 
years of age ; studied for three years at the State Nor- 
mal School, Normal, Illinois, and at the Charleston 
(111.) Normal School, graduating from the latter with 
the class of 1903. He has also studied for two summer 
terms at Charleston, and four summer terms at the 
University of Illinois. His first official position was 
that of teacher of the Tinch school, in Coles County, 
Illinois ; his second, that of principal of the high school 
at Arthur, Illinois ; his third, that of the principalship 
at Hoopeston, Illinois, to which he was elected in 1906. 
There he had under his management one school, seven 
teachers and some one hundred and fifty pupils. He is 
now superintendent of schools at Oilman, Illinois, to 
which position he was elected in 1908, and where he has 
nine teachers under his charge. 

Mr. Reeder is a member of the Illinois State Teach- 
ers' Association. On July 12, 1905, he was married to 
Miss Bertha Kirkhart, and both are attendants of the 
Methodist Episcopal Church. 

John Riley Rowland 

FOR more than thirty years John Riley Rowland has 
been prominent in educational afifairs. He was 
three times nominated for the responsible position 
of county superintendent of schools of Fulton County. 
He was chairman of the Principal's section of the Illi- 
nois State Teachers' Association in 1904. Granted 





John Riley Rowland. 



John C. Reeder. 

an institute instructor's license by the State Superin- 
tendent of Public Instruction (Illinois) in 1890, he has 
assisted in six annual teachers' institutes in his home 
county and others in other counties. He also conducted 
successfully summer schools for teachers, and three years 
was editor of the " Fulton County School Journal." 

John Riley Rowland was born July 5, i860, near 
Ipaya, Fulton County, Illinois, son of James Rowland, 
native of Kentucky, and one of the first settlers of 
Pleasant Township, and Susannah (Parkinson) Row 
land, a native of Ohio. Both are deceased, the former 
having died in 1868, the latter in 1864. Thus thrown 
on his own resources in early childhood, Mr. Rowland 
worked on farms in summer and attended school in 
winter up to April, 1877. In 1877-8 he took a teachers' 
and business course in the National Normal University 
at Lebanon, Ohio, and in 1884-5 studied law in that 
same institution. In August, 1880, he received the de- 
gree of Bachelor of Science from the National Normal 
University. He first taught in Fairmount, Ohio, four 
years ; next in country schools in Illinois for a year ; 
and then, successively, was principal at Ipava, Illinois, 
two years ; principal of the Central Normal College, 
Lewistown, Illinois, two years ; principal of the Table 
Grove (111.) High School, which he organized, three 
years ; superintendent at Cuba, Illinois, two years ; 
superintendent at Avon, Illinois, fourteen years, and for 
the past two years he has been superintendent at 
Astoria, Illinois. 

Mr. Rowland is a member of the National Education 
Association, the Illinois State Teachers' Association, the 
Illinois State Teachers' Reading Circle, the Western 
Illinois Educational Association, Central Illinois Teach- 
ers' Association, Illinois Principals' Reading Circle, the 
Illinois State Historical Society, Odd Fellows, Knights 
of Pythias and the Modern Woodmen of America. On 
September 22, 1886, he was married to Miss Laurie 
Esther Smith, who was born near Ipava, Illinois, Sep- 
tember 7, 1863, and they have had seven children, six 
of whom are living, Roland March, Leland Young, 
Sibyl, Doris, Carol and Aldis. 



681 



Frank W. Rieder 



ALTHOUGH still in the prime of his active career 
^ as a public educationalist, Mr. Rieder is one of the 
"■ oldest principals in Chicago in the tenure of hold- 
ing that incumbency in one school, he having been prin- 
cipal of the Ambrose E. Burnside School since 1889, 
and no more substantial testimonial could be given as 
to his ability and scholarly attainments. 

Frank W.' Rieder was born August 14, 1864, in Boston, 
Massachusetts, Dr. Oliver W. Holmes' beloved " Hub 
of the Universe," his parents being Frank A. and Laura 
A. Rieder, both natives of Germany, and both deceased, 
the former having died in December, 1900, the latter in 
February, 1904, in Chicago. 

Frank W. Rieder was educated in the elementary 
schools and the South Division High School, of Chi- 
cago, graduating from the latter in 1880, and then fol- 
lowed a course in the Cook County Normal School, 
which he left before graduation in 1884. From 1884 to 
1887 he taught in Cook County rural schools ; from 
1887 to 1889 in the eighth grade of the Brighton Park 
graded school, and since then he has been principal of 
the Ambrose E. Burnside School, where he has a staff 
of twenty-three teachers and over a thousand pupils. 

Mr. Rieder is a member of the National Education 
Association, the Chicago Principals' Club, George How- 
land Club, the Masonic fraternity and the Methodist 
Episcopal Church. On June 29, 1897, he was married 
to Miss Edith K. Nichols. They have two children, 
Norinne E. and Frank S. Rieder. and reside at 709 
East Eighty-ninth street, Chicago. 

John Thompson Ray 

MR. RAY has been identified with the public school 
service of Illinois for the past thirty y^ars, and 
has given potent aid in promoting it to the splen- 
did status it to-day rests upon. He is a native of Ore- 




Frank W. Rieder. 




John Thompson Ray. 



gon, Illinois, born September 21, 1851 ; son of Hugh and 
Mary Ann (Keenan) Ray, both now deceased, the 
former having died in 1894, the latter in 1901. His 
early educational training was secured in the graded 
schools of his birthplace, and after graduating from the 
high school he entered the preparatory department of 
the Northwestern University, at Evanston, Illinois, and 
then the imiversity itself, from which he graduated in 
June, 1875, with the degree of Ph.B. His professional 
record is as follows : Principal of schools at Byron, 
Illinois; county superintendent of schools (two terms) 
of Ogle County. Illinois ; superintendent of Highland 
Park schools, three years ; first principal at Dearfield 
Township High School, Highland Park ; principal 
Edwards School, Springfield, Illinois, four years ; prin- 
cipal of the John Crerar School, Chicago, sixteen years, 
and he is now superintendent of the Ryerson School, 
Chicago. In the Crerar School Mr. Ray developed a 
system of training children in the duties of citizenship 
by what is known as the " Citizen and Tribune Plan " 
of pupil cooperation in school government. The plan 
has been successfully operated in this and many other 
schools for years. The system has been recommended 
as the basis for training in New York and other large 
cities, and it is now being used by over four hundred 
thousand children in the United States. 

Mr. Ray has written extensively on educational topics, 
and is author of " Democratic Government of Schools," 
from the press of the Public School Publishing Com- 
pany, Bloomington, Illinois. He is a member of and was 
six years director of the Illinois State Teachers' Read- 
ing Circle, and now holds membership in the National 
Education Association, Chicago Principals' Club, How- 
land Club. Knights Templar and the Presbyterian Church. 
In 1882 he was married to Miss Emily S. Light, and they 
have a family of three daughters and two sons, Bessie, 
Hugh L., Charles B., Stella B. and Ethel Jeanne. 



682 



Grace Reed 

WHILE a master of all the best that the science of 
pedagogy offers, the subject of this sketch is not 
a pedant, but is thoroughly progressive, eager to 
adopt all practical ideas that may be advanced for the 
betterment of the public school service — that grand 
work to which her life has become endeared — and fully 
impressed with the importance of the profession that is 
proud to call her one of its own. She has made a per- 
sistent, conscientious study of the deep complexities of 
psychological effects in the matter of training the youth- 
ful mind in the paths of morality and culture, and that 
her labors have not been in vain is shown in the admir- 
able results that have been attained wherever she has 
held sway and the high regard in which she is held by 
her colleagues and the public. 

Grace Reed is a product of the western metropolis, 
having been born in Chicago, daughter of Charles L. 
and Pauline M. Reed, natives respectively of Massachu- 
setts and Bavaria, Germany, Both are deceased, the 
former having died in 1903, the latter in 1910, in Chicago. 

Outside of her constant private studies, the excellent 
education possessed by Miss Reed was secured in the 
elementary and high schools of her native city, the Uni- 
versity of Chicago, from which she graduated in 1S84 
with the degree of B. A., and Kent College of Law, 
from which she received the degree of LL.B., in 1896. 
She performed post-graduate work in science in Harvard 
University and in pedagogy and psychology' in the Uni- 
versity of Chicago. She has occupied but two public 
school positions. For eleven years she was a high school 
instructor and for seventeen consecutive years has been 
principal of the Frances E. Willard grammar school, 
where she has under her jurisdiction twenty-five teach- 
ers and twelve hundred pupils. • 

Miss Reed is a member of the National Education 
Association, the Illinois State Teachers' Association, 
Political Equality League, Ella F. Young Club, Catholic 
Women's League, and the Roman Catholic Church. 





Grace Reed. 



Samuel E. Reecher 



Samuel E. Reecher. 



MR. REECHER, who is now superintendent of 
schools at Sparta, Illinois, has been engaged in 
the educational work of this State for over 
fourteen years and he has won an excellent reputation 
for his ability and fitness for his profession. He is a 
native of this State, having been born March 14, 1871, 
at Coleta, Illinois. His father, Samuel Reecher, a 
native of Maryland, is still living, while his mother, a 
native of Pennsylvania, deceased at Coleta, Illinois, in 
1904. He was educated in the " Liberty School," a dis- 
trict school in Whiteside County, Illinois, in graded 
schools in the same county, the Illinois State Normal 
School, from which, after a three years' course, he 
graduated in 1899, and the Northwestern University, 
Evanston, Illinois, graduating from the latter in 1907 
with the degree of Bachelor of Arts. He also attended 
a summer term at the University of Chicago ; a sum- 
mer term at State University, Champaign, and a 
summer term at Geneseo, Illinois. He first taught in 
country schools in Whiteside County, Illinois, for three 
years, then was principal of the public schools at 
Wethersfield, Illinois, for a year, and then was. prin- 
cipal for four years of the public schools at Potomac, 
Illinois, and for two years was an instructor in the 
Bryant & Stratton Business College, Chicago. He next 
was principal of the high school at Sparta, Illinois, for 
two years, and is at present serving his second year as 
superintendent of schools at Sparta, Illinois. He has 
charge of two schools, has a staff of twenty-one 
teachers and an enrolment of 975 pupils. 

Mr. Reecher is a member of the Illinois State 
Teachers' Association, the Southern Illinois Teachers' 
Association, the High School Conference at the State 
University, the Modern Woodmen of America and the 
United Presbyterian Church. In igoi he was married 
to JNIiss Jeanette Bach, of Kankakee, Illinois, and they 
reside in Sparta, Illinois. 

683 



Carrie E. Roundy 



THE career of Miss Roundy is remarkable in the 
fact tliat slie has been attached to but one school 
for the past thirty-four years, and its atmosphere 
has become thoroughly imbued with her personality. 
She has ever been a close student, has taken Chautau- 
qua literary and scientific courses for fourteen years, 
and has performed a large amount of institute work in 
Dupage County. 

Miss Roundy was born in ^larch, 1857, at West Chi- 
cago (formerly Turner). Her father, G. N. Roundy, 
a native of New York, died at West Chicago in 1896. 
Her mother, Maria L. Kimball, was a native of Ver- 
mont. Her death occurred at West Chicago in 1892. 
Miss Roundy was educated in the common and high 
schools of her birthplace. She graduated from the high 
school in 1877, then taught a short time at KanevilTe, 
Kane County, Illinois, and then went to her present 
school in West Chicago. After teaching there five 
years she gave up her position, expecting to do mission- 
ary work in Japan, but a loss of health made that im- 
possible, and a year of rest became necessary. After 
restoration to health she accepted a position in the 
primary department of the same school, and she has 
ever continued there with uninterrupted success. 

Miss Roundy is a member of the Illinois State Teach- 
ers' Reading Circle, the Northern Illinois Teachers' 
Association and the Dupage County Teachers' Associa- 
tion. She has been a member of the Executive Com- 
mittee of the latter for many years, and has had much 
to do in promoting the interests of the county work. 
She is also a member of the Methodist Church, and has 
been a successful teacher in the Sunday-school for more 
than thirty years. She is active in all the philanthropic 
work of the church. Her associations with her col- 
leagues, pupils and the public have been of the most 
pleasant nature. 





Owen Thornton Reeves. 



C.vRRiE E. Roundy. 

Owen Thornton Reeves 

ONE of the leading legal luminaries in Illinois, is 
the subject of this sketch, -who is dean of the 
Law Department of the Illinois Weslej^an Univer- 
sity, at Bloomington, and who has been engaged in edu- 
cational work for about forty years. Mr. Reeves was 
born December 18, 1829, in Ross County, Ohio. His 
father, William Reeves, a native of Virginia, died July 
13, 1876, in McLean County, Illinois, and his mother, 
Mary (McLain) Reeves, deceased February 18, i860, 
in Bloomington, Illinois. He was educated in the com- 
mon schools, the Salem (Ohio) Academy and the Ohio 
Wesleyan LTniversity, at Delaware, Ohio, from which 
he graduated July 30, 1850, with the degree of Bachelor 
of Arts, and in i8,S3 ^vas granted the degree of iNIaster 
of Arts. In 1888 he received the degree of LL.D. from 
Monmouth (111.) College, He taught in the high school 
at Chillicothe for a year; in Baldwin Academy, Berea, 
a year ; was tutor of languages in the Ohio Wesleyan 
LTniversity one year, and in 1S74 became professor in the 
Law Department of the Illinois Wesleyan LTniversity, 
where he has since remained, and from 1891 to date 
he has been dean of this department, in which he has 
a staff of ten teachers. He practiced law in Blooming- 
ton. Illinois, from 1854 to 1877 ; was judge of the Cir- 
cuit Court from March, 1877, to June 16, 1891, and for 
three years was judge of the Appellate Court, Fourth 
District of Illinois. He was prominent in the Civil 
War. having been colonel of the Seventieth Regiment, 
Illinois Volunteer Infantry. 

]Mr. Reeves is a member of the Grand Army of the 
Republic, the Ancient Order of Odd Fellows, the Col- 
lege Alumni Club, Bloomington, and the ^Methodist 
Episcopal Church. On February I, 1851, he was married 
to Lucy A. King, who died February 10, 1861. By her 
he had four children, one of them now living. On 
October 30, 1862, he was married to jNIiss JNIary E. 
Hawk, and by her had ten children, eight of whom are 
now living. He and his family reside at 406J/2 East 
Front street, Bloomington, Illinois. 



684 



Andrew J. Rendleman 

WHOSE residence address is Murphj'sboro, Jack- 
son County, Illinois, and who is at present 
County Superintendent of Schools for this 
county, is a teacher of ripe experience and thorough 
qualifications. The birth of Mr. Rendleman took place 
in Williamson County, Illinois, jNIarch 3, 1S67, his par- 
ents being Harris and Elizabeth vKnight) Rendleman, 
both natives of Illinois ; the former died in Jackson 
County, Illinois, May 3, 1897, and the latter passed 
away in Jackson County in 1870. Their son, Andrew, 
received his education in the New Hope district school, 
in Williamson County ; the Hastings and Zion district 
schools, in Jackson County, and in the Southern Nor- 
mal University, at Carbondale. 

Mr Rendleman began his life-work in the New Hope 
School, where he continued one year. His subsequent 
experience has been as follows : one year at North 
School ; two years at Hastings, Illinois ; four years in 
the Pomona School ; one year in the Baker, Illinois, 
school ; one year in the school at Campbell Hill, Illi- 
nois ; an equal period at Barren, Illinois ; three years 
in the school at Willisville, Illinois, in the capacity of 
principal ; two years as principal of the Campbell Hill 
School, one year as principal of the school at Spiller- 
ton, Illinois, and four years in a similar position at 
Murphysboro, Illinois, from which he went to assume 
charge, as principal, of the East Side public school, 
at Duquoin, Illinois, in which capacitj' he had eleven 
teachers in charge and 650 pupils. He is a member of 
the Southern Illinois Teachers' Association. 

On November 8, 1910, Mr. Rendleman was elected 
County Superintendent of Schools for Jackson County. 

Mr. Rendleman is a communicant of the Free Bap- 
tist Church, in which denoinination he is a regularly 
ordained minister. Fraternally he is identified with the 
A. F. and A, M., the Modern Woodmen of America, 
Ben Hur and Knights of Pythias 

On April 29, 1887, JNIr. Rendleman was wedded to 





Martha M. Ruggles. 



Andrew J. Rendleman. 

Margaret J. Monroe, and the issue of this marriage 
has been five children, of whom four are still living, 
namely : Lillian M., Homer L., Charles E. and An- 
drew J., Jr. 

Martha M. Ruggles 

ONE of the world's noblewomen among those who 
have devoted their lives to the public service, in 
the capacity of public school teacher, is the lady 
whose name appears above. For nearly half a century 
she has been a valued factor in the developinent of 
Chicago's public schools; faithful and tireless, she has 
loyally labored for the advancement of education's 
cause that has seen in her more than a generation of 
active participation in the growth of the people's schools 
to their present phenomenal magnitude. 

Mrs. Ruggles was born in Bainbridge, Michigan, Jan- 
uary, 1S46, daughter of John Williams, lumberman, and 
Eliza Williams, who is still living at an advanced age. 
In early childhood she attended country schools in 
Michigan, and when ten j'ears of age moved with her 
parents to Chicago, where she has ever since resided. 
Her schooling was continued there, and in 1864 she 
graduated from the Normal School. Her professional 
career began in the same year in the capacity of teacher 
in the Franklin School, where she remained four years. 
Then followed five years at the Pierson School, four 
years at the Kinzie School (after the great fire), and 
in 1876 she was filling the principalship of the Henry 
yi. Stanley School, and through her advanced methods 
and painstaking care she developed that institution to 
the highest plane of efficiency. Mrs. Ruggles was also 
the first principal of the Chicago night schools, acting 
in that capacity from 1885 to 1902. 

iNIrs. Ruggles' grandfather was a veteran of the 
Mexican War, while her husband served in the Civil 
War with distinction, and died from the results of 
disease contracted in that great internecine struggle. 
She is a regular attendant of the La Salle Avenue 
Baptist Church, and is a most valued member of the 
communitv. 



685 



Helen R. Ryan 



WHILE Illinois is one of the greatest States in the 
Union, the real grandeur of this commonwealth 
lies in the noble qualities of manhood and woman- 
hood that are devoted to the uplift and development of 
the public schools and colleges. The result of the unself- 
ish labors of those engaged in this laudable work is 
shown in the magnificent status to which the public 
schools of the State has been advanced. 

One of the exponents of this high profession is Miss 
Helen R. Ryan, principal of the Lyman Trumbull School, 
Chicago, an instructor of rare attainments and widely 
known in the educational field. jMiss Ryan is a native 
of the Empire State, having been born in Farmington, 
New York, January 2, 1855, her parents being Philip 
and Anne (Kennedy) Ryan, both natives of Ireland 
and both deceased ; the former having died December 
27, 1873, the latter July i, 1898. Her elementary educa- 
tion was secured in the public schools of Lake Forest, 
and she was graduated from Ferry Hall Seminary, Lake 
Forest, Illinois, in June, 1874. Later on she took several 
courses at the University of Chicago, and in addition 
has steadily added to her knowledge by constant study 
and observation. 

Miss Ryan's first position was that of teacher in the 
Ward School, Chicago. In 1881 jNIiss Ryan went to the 
Mark Sheridan School, Chicago ; next she was elected 
head assistant of the Webster School. After this she 
■ served as principal of the Warren and Drummond 
schools, and is now principal of the Lyman Trumbull 
school, as aforesaid. In this incumbency she is assisted 
by a staff of twenty-eight teachers and the number of 
pupils enrolled is twelve hundred and fifty. Miss Ryan 
has ever shown great wisdom and tact in her manage- 
ment, ruling pupils by reason, kindness and love, her 
attitude combining affection with authority. Her appre- 
ciation of the admirable qualities and her mental ability 
have secured obedience and genuine respect. 

Miss Ryan is a member of the National Education 





John Benj,\min Russell. 



Helen R. Ry.'^n. 

Association, the Illinois State Teachers' Association, the 
Chicago Principals' Club, the Chicago Geographical 
Society and the Lake Forest Woman's Club. She has 
been a member of the Board of Education at Lake For- 
est for eight years. 

John Benjamin Russell 

THIS gentleman, the talented superintendent of 
schools at Wheaton, Illinois, was born February 
25, i860, in Henry County, Illinois, son of Samuel 
and Matilda (Behner) Russell, natives, respectively, of 
Ohio and Indiana, and both still living. His education 
was acquired through studies in a district school of his 
home county; the Wethersfield (Illinois) high school 
and Wheaton College, graduating from the latter as 
B.S. in 1885, and he received the degree of iSI.S. from 
the same institution in 1888. He also took a post-grad- 
uate course in botany at the University of Chicago. 

Mr. Russell first taught in district schools in Henry 
County, and from 1885 to 1886 was principal of schools 
at Glen Ellyn, Illinois. From 1886 to 1891 he was 
principal of the Kewanee, Illinois, high school ; county 
superintendent of schools, Henry County, Illinois, 1891 
to 1893 ; professor of physical and biological science, 
Wheaton College, 1893-5, and from the latter year to 
date has been superintendent of schools at Wheaton. 
There are three schools, seventeen teachers and seven 
hundred pupils under his charge. 

Mr. Russell is author of a " Scheme for Qualitative 
Chemical Analysis," and has contributed frequently to 
educational publications. He is an ex-member of the 
National Education Association, the Illinois State 
Teachers' Association and the Illinois State Teachers' 
Reading Circle, and is now a member of the Northern 
Illinois Teachers' Association, National Association for 
the Advancement of Science, National Geographical 
Society and Society for Educational Research. He was 
married December 23, 1885, to Miss Elsie Isabell Gunn, 
and has two children — Edna L. and Everett Carleton 
Russell. 



686 



Bertrand Clifford Richardson 

IN the magnificent public school system of the United 
States there are enhsted the services of ahiiost a 
half-million men and women whose unselfish labors 
have done so much to promote and lead to perfection a 
system that has made this country famous the world 
over for the excellence of morals and citizenship to 
which it has led. The State of Illinois has ever been a 
leader in educational affairs and has given the country 
some of its most prominent instructors. In the selection 
of its teachers and school officials a very high average 
is maintained. 

Among the successful demonstrators of the " art 
pedagogical," is Bertrand Clifton Richardson, principal 
of the Alton High School, Alton, Illinois, who is well 
known in educational circles for the excellence of his 
disciplinary methods. 

ilr. Richardson was born in St. Johnsburg, Vermont, 
December 12, 1869, son of Franklin and JNIary Richard- 
son, the former a native of Vermont, the latter of New 
York. His father deceased January 6, 1902, at Alton, 
Illinois, and is survived by his widow. Mr. Richardson 
was educated in rural schools of New York, the jNIexico 
Academy, Mexico, New York, and the Syracuse Uni- 
versity, of Syracuse, New York, from which he grad- 
uated in 1893 as Bachelor of Arts, and in 1896 received 
the degree of Master of Arts. He is also a post- 
graduate of the University of Chicago, a member of 
the National Education Association, Illinois State 
Teachers' Association, National Geographical Society, 
the Masonic Order, Knights of Pythias, Society for 
Social Service and the Methodist Episcopal Church. As 
principal at Alton, he has fifteen assistants, about three 
hundred and fifty scholars, and his popularity among 
his colleagues and with the public is undisputed. He 
married Miss Florence Paul, of Alton, Illinois, August 
17, 1909. 





George H. Rockwood. 



Bektr.and Clifford Richardson. 

George H. Rockwood 

PRINCIPAL of the Austin High School, located on 
Frink street, between Walnut and Willow avenues, 
Chicago, is one of the experienced educators in the 
public schools of that city,, and his abihty is widely 
known to the educational world. He was born July 23, 
1854, in Swanzey, New Hampshire, his parents, who 
were also natives of the Granite State, being . Samuel 
and Melinda (Stone) Rockvi-ood. The former died at 
Swanzey, New Hampshire, in September, 1886, the lat- 
ter at the same place in April of the same year. 

Mr. Rockwood was educated in the public schools of 
Swanzey ; at Powers' Institute, Bernardston, Massachu- 
setts, and at Dartmouth College, from which he grad- 
uated in 1879 with an A.B. degree, and received the 
A.M. degree in 1882. He also performed valuable post- 
graduate work at Harvard University, and at the Uni- 
versity of Chicago. He taught, in the order given, in 
the following schools : Conant High. Jeffery, New 
Hampshire: i\Iedwa)- High, Medwaj', Massachusetts, of 
which he was superintendent ; the North Brookfield, 
(Mass.) High, of which he also was superintend- 
ent ; the West Division High, Chicago, as teacher of 
Greek and Latin for six ^rears ; the Marquette, as prin- 
cipal four years, and the Austin High, of which he has 
now been principal eleven years. Here he has under 
his leadership a stafif of thirty teachers and about one 
thousand pupils. While Mr. Rockwood has always 
stood for high ideals of character and scholarship, he is 
progressive and welcomes to the school program the 
newer courses of study that tend to make the school more 
democratic and better suited to the needs of modern 
commercial and industrial life. The Austin was the 
first of the academic high schools of Chicago to intro- 
duce JNIanual Training and Household Arts. 

Mr. Rockwood is a member of the National Educa- 
tion Association, the Illinois State Teachers' Associa- 
tion, and First Congregational Church at Oak Park. He 
was married July i, 1886. to Miss Fanny Hoyt, and they 
have one child — George Herbert Rockwood, Jr. 



687 



Agnes Anne Rourke 

THE well-known and highly esteemed principal of 
the ^¥ard School, in Lincoln, Logan Count}', Illi- 
nois, is a teacher of more than ordinary mental 
culture and of high merit, and has received warm com- 
mendation for the able and faithful manner in which 
she has borne the responsibilities of her present impor- 
tant position. She was born iNIay lo, 1863, at Green- 
view. Menard County, Illinois, daughter of William 
and Mary (^Maxwell) Rourke, the father a native of 
Queens Count\-, Ireland, the mother of Pennsylvania 
origin, her birthplace being in jMontgomery County, 
that State. The former died at Lincoln, Illinois, in 
August, 1879; the latter is still living. 

Miss Rourke received her girlhood schooling in the 
district schools of Logan Count\', Illinois, and later 
attended the Valparaiso (Indiana) Normal School and 
the Cook County (Illinois) Normal School, finally 
going to Peoria, Illinois, and completing her education 
there in the Bradley Polytechnic Institute. 

Miss Rourke began her work as a teacher in 1879, 
and was thus engaged in country schools of Logan 
County, Illinois, for twelve years — four years in the 
first district and eight in the second. From 1891 to 
1893 she taught a grammar school in Lisbon, North 
Dakota. Returning then to Illinois, she taught three 
years in a country school at Pleasant Valley, locating 
in Lincoln and assimiing her present duties in 1906, 
In this position she has charge of twelve teachers and 
about 450 pupils. She is a member of the Central Illi- 
nois Teachers' Association, the Illinois State Teachers' 
Reading Circle. Illinois IManual Arts Association and 
Western Drawing and Manual Training Association. 
She has made a special study of manual arts, and has 
delivered occasional addresses on school topics before 
teachers' associations, women's clubs, farmers' insti- 
tutes, etc. In religion she is a devout Catholic. 




Agnes Anne Rourke. 




S. E. R.AINES. 



S. E. Raines 

A CAREFUL student of all that pertains to the 
science of education, and a 'keen observer of all 
advances made in the pedagogical profession, the 
above named gentleman has long been known as a \-alu- 
able and thoroughly proficient exponent of his vocation. 
]Mr. Raines is a native of Indiana, having been born at 
Sullivan, that State, December 22, 1862. son of William 
JNI. and Elvina (Lasuell) Raines, the former a Kentuck- 
ian by birth, the latter born in Indiana, but both are 
now deceased, they having died in 1903 and 1905. respect- 
ively, at Sullivan, Indiana. Our subject attended rural 
schools in Indiana in the acquirement of his preliminary 
education, then entered the high school at Sullivan, 
Indiana, later became a student in the Indiana State 
L^niversity, and graduated in 18S4. Some years after- 
ward he took a post-graduate course in the Indiana State 
L'niversity, graduating from that institution in 1897 
with the degree of Bachelor of Arts. Mr. Raines taught 
for a number of years in the rural schools, then became 
identified with the Sullivan (Ind.) graded schools, and 
continued there until appointed to his present position 
of superintendent of schools at Freeport. Illinois. There 
are eight schools under his jurisdiction, seventy-five 
teachers and an enrolment of over twenty-six hundred 
pupils, 

Mr, Raines is a member of the National Education 
Association. Illinois State Teachers' Association, Illinois 
State Teachers' Reading Circle. Northern Illinois Teach- 
ers' Association, Superintendents' Club, of Chicago, 
Freeport Club, Knights of Pythias and the Odd Fellows' 
fraternity. In 1S96 he was married to iliss Blanch An- 
derson, and both are popular members of the Presby- 
terian Church at Freeport, 



688 



Carl W. Ross 

ONE of the most diligent and faithful teachers in 
this section of Illinois, and in view of his com- 
paratively brief career, one of the most highly 
appreciated, is the young gentleman above named, who 
is discharging the duties of superintendent of schools 
in Kansas, Edgar County. 

Carl Ross was born in Sheridan, Indiana, May 3, 
1882, and is a son of E. D. and Josephine Ross, 
natives of that State. His boyhood mental training 
was obtained in the district schools in the vicinity of 
his home, after which he spent some time in the Sheri- 
dan high school, and subsequently matriculated in De 
Pauw University, from which he was graduated in 
June, 1908, with the degree of A.B. 

Mr. Ross began teaching in the schools at Sheridan, 
Indiana, and then occupied a position in the Danville 
(Ind.) high school. Later he was engaged in the 
Wever-Media Academy, at Media, Illinois, and still 
later the Seaton (111.) public schools, on leaving which 
he began work in the present connection, where the 
services of seven teachers are required and the atttend- 
ance of pupils numbers 221. 

Mr. Ross is a member of the Methodist Episcopal 
Church, in good standing. 

The subject of this sketch was married July 27, 1908, 
Miss Cora Clow becoming his bride on that date. 



Emil W. Ritter 




EMIL W. RITTER is a native of Chicago, havmg 
been born in that city October 24, 1869, son of 
Theo. E. and Marie Ritter, both parents natives 
of Germany. The father deceased in 1888, while the 
mother survives. He was educated in these Chicago 
schools: the Sheldon (primary), the Ogden (grammar) 
and the North Division High, with graduation from the 
latter in 1886. This was supplemented with private 
instruction in architectural and mechanical drawing. 

Mr. Ritter was one of the pioneers in the beginning 
of the now well-established manual-training department 
of the public-school system of the City of Chicago. 
This work was done in what was probably the first 
public manual-training school in this country. It had 
an enrolment of about one hundred boys, who received 
instruction in the academic branches of the various high 
schools during the morning periods, and came to the 
manual-training classes during the afternoons. The 
classes were held in the top story of the Board of Edu- 
cation storehouse and repair shop, on Monroe street, 
near Halsted. The school was in charge of Prof. Her- 
man Hanstein, and the teachers were Albert Reiner and 
Mr. Ritter. Besides this work, Mr. Ritter has been an 
instructor in the Chicago Athenaeum, and for many 
years taught architectural and mechanical drawing in 
the evening high schools. 

He was appointed a member of the Board of Educa- 
tion of the City of Chicago in 1905, and the following 
year was unanimously elected president of that body. 
He has the distinction of being the only ex-school- 
teacher, as well as the youngest man, ever selected for 
that position. 

During his administration many reforms were pro- 
jected, which are now in successful operation in the 
Chicago public school system. He is an ex-member 
of small parks commission of the City of Chicago. He 
holds membership in the Masonic Order, the National 
Union, the City Club, the Builders '& Traders Exchange, 
of Chicago, and is president of the Referendum League 
of Illinois. Mr. Ritter has written articles on political 
and economical questions, which have appeared in the 
public press and in pamphlet form. 



Emil W. Ritter. 



In the business world Mr. Ritter is well and favorably 
known as the secretary and general manager of the 
Burke Furnace Company. 

In 1893 Mr. Ritter was married to Clara E. Fischer, 
at the time a member of the faculty of the American 
Conservatory of Music, and thev have two children, 
Walter T. and Claris M. Ritter. 



Nellie S. Seegar 

THIS lad}-, one of the youngest of the school princi- 
pals of the Prairie State, has won an excellent 
reputation as an educator of discretion and ability 
and has earned an enviable reputation. She was born 
August 14, 1884, in Jacksonville, Illinois, her parents 
being Calvin D. and Gladys R. Seegar, natives, respect- 
ively, of Illinois and Pennsylvania. The former died 
April 29, 1903, the latter on June 25, 1903. 

Miss Seegar was educated in the elementary and high 
schools of Jacksonville, and the Jacksonville Academy 
for Young Women, of which she is a graduate. She 
first taught in the third ward school, Jacksonville, for 
a year, next taught in the sixth grade in Nokomis. Illi- 
nois, and then was for three years assistant principal 
in the Nokomis high school. For the past three years 
she has been school principal at Nokomis and in this 
incumbency has fully demonstrated her fitness for her 
chosen vocation. She has made special studies of Eng- 
lish and Latin and excels in these studies. Miss Seegar 
is a member of the Methodist Church and most popu- 
larly known in social and educational circles. 



44 



689 



Samuel Jasper Shomaker 

MR. SHOMAKER, whose present residence is at 
439 North Street, Murphyboro, Jackson County, 
Illinois, was born March 6, 1864, at Butler, Ken- 
tucky. His father is W. J. Shomaker, and his mother 
Sarah E. Shomaker, both of whom are natives of lUi- 
nois, and both living. 

Mr. Shomaker's father and mother retrioved to Illi- 
nois when the subject of this sketch was very young, 
and his first schooling was received in the public schools 
of Marion County, Illinois, succeeded by attendance in 
these of Murphysboro, Illinois, and Danville, Indiana, 
after which he entered and in due time performed work 
at the University of Illinois. 

His first work in the profession of his life was done 
in the district schools of Marion County, Illinois, where 
he taught one term, succeeded by nine terms in the dis- 
trict schools of Jackson County, after which he was 
made principal of the Logan School, at Murphysboro, 
where he is now City Superintendent of Schools, with 
four schools, twenty-seven teachers and thirteen hun- 
dred pupils under his charge and supervision. 

Mr. Shomaker is a member of the Illinois State 
- Teachers' Association, and also belongs to the fraternal 
orders of the Independent Order of Odd Fellows and 
Knights of Pythias, while in religious life he is a mem- 
ber of the Presbyterian Church. 

He was married September 18, 1886, his wife having 
been Miss Emma Oakley. 

William Lucas Steele 

SUPERINTENDENT of Schools in Galesburg, Illi- 
nois, is one of the most advanced educators in the 
State and has been the leader in introducing many 
innovations into pedagogical work. Twenty-three years 
ago, against adverse criticism, he introduced manual 
training into the Galesburg schools, and was the first 



i>U*AW*^r»«^ ^ 





William Lucas Steele. 



Samuel Jasper Shomaker. 

superintendent in Illinois to make this department a 
distinctive and permanent part of the work of the high 
school. He was also the first in the United States to 
introduce the elective system. This system permits a 
pupil to graduate from high school without a knowledge 
of algebra or Latin, and has worked to marked advan- 
tage. 

Mr. Steele has been identified with educational work 
in Illinois for over twenty-five years and has done much 
to advance the cause of education in this State. He was 
born in Adams County, Ohio, July 22, 1854. His parents 
are deceased, his father, William L. Steele, native of 
Ireland, having died in Adams County, Ohio, in 1855, 
his mother, Anna Johnson Steele, of Ohio, in Galesburg, 
Illinois, May 6, 1900. He secured his education by 
studies in a district school in Randolph County, Illinois ; 
public schools of Monmouth, Illinois; Monmouth Col- 
lege, from which he received the degree of A.M. and 
Knox College, which bestowed on him the Ph.D. degree. 
His first experience as teacher was in two winter terms 
in country schools of Warren County, Illinois. From 
1876 to January, 1883, he followed his profession in 
Yates City, Illinois, and in December, 1882, was elected 
superintendent of Knox County, Illinois, where he served 
until September, 1885, when he resigned to accept his 
present position of Superintendent of Schools in Gales- 
burg, Kno.x County, Illinois. There are nine schools, 
one hundred and five teachers and about four thousand 
pupils under his jurisdiction. 

Mr. Steele was president of the Illinois State Teach- 
ers' Association, is a member of the National Educa- 
tion Association, of which organization he was 
secretary of the Department of Superintendence, is a 
director of the First National Bank, Galesburg, presi- 
dent of the Fidelity Loan and Savings Society, Gales- 
burg, and holds membership in the Illinois School- 
masters' Club and the Presbyterian Church, On Octo- 
ber 20, 1887, he was married to Miss Helen C. Benedict 
and they have two daughters, Gertrude H. and Helen H. 
Steele. 



690 



Prof. George W. Smith, M.A. 

Head, Department of History, Southern Illinois 
State Normal University 

IN this " Educational History of Illinois " it must be 
recorded that the subject of this sketch is somewhat 
of a historian himself. He is author of the " Stu- 
dent's History of Illinois," which has reached a cir- 
culation of twenty-two thousand copies ; the writer of 
" Notes on the United States History for the Course 
of Study," and he is now engaged upon a three-volume 
history of '' Southern Illinois." He delights in his spe- 
cial study of history, and has attained well-merited dis- 
tinction in this branch of learning. 

George W. Smith was born November 13, 185s, near 
Greenfield, Illinois, son of Stephen Smith and Sally 
Martin (Pace) Smith, natives of Virginia, the former 
of whom died in 1894, the latter in 1896, near Greenfield, 
Illinois. He was educated in the public schools and in 
Blackburn University, from which he received the degree 
of Master of Arts. He also was a student under the 
late Colonel Francis W. Parker in the Cook County 
Normal School. He taught for six years in rural 
schools ; was superintendent of schools at Perry, Illi- 
nois, for a year ; was principal and superintendent of 
the schools at White Hall, Illinois, for six years ; teacher 
in the Training Department, Southern Illinois Normal 
University, for six years ; head of the department of 
history and geography in the same school for seven 
years, and for the past eight years has been head of the 
department of history there. 

Mr. Smith is a member of the Illinois State Teachers' 
Association, the Southern Illinois Teachers' Association, 
the Christian Church, and has for several years been a 
director of the State Historical Society and a charter 
member of the Lincoln Centennial Association. August 
25, 1884, he was married to Miss Nellie Adams, who 




Prof. George W. Smith, M.A., 



deceased, leaving a son, Clyde L., and on June 16, 1888, 
he was married to Miss Nettie C. Adams. From this 
marriage there are three children, Helen C, Eugene R. 
and Frances A. Smith. 



"^^^ 




Sylvia Edna Smith. 



Sylvia Edna Smith 

MISS SMITH was born in Midland Citv. Illinois, 
October 7, 1885; her father, John F. Smith, 
being also a native of Illinois ; and her mother, 
Viola E. (Silvers) Smith, was born in Iowa — both of 
them still living. 

Miss Smith secured her primary education in a coun- 
try school in DeWitt County. Illinois, where she con- 
tinued seven years, after which she entered the Normal 
(Illinois), public and high schools, and after that the 
Illinois State Normal University of Normal, Illinois, 
from which she was graduated in 1907, and then finished 
her education in the summer school at Champaign, 
Illinois. 

She began teaching in a country school in DeWitt 
Count}', Illinois, remaining one 3'ear; then taught a year 
in a country school in Logan County ; the high school in 
Delavan, two years ; the high school in Mason City, 
one year ; and in September, 1910, she began work in 
her present position as principal of the High School of 
Knoxville, Illinois, with five teachers, including superin- 
tendent, the pupils under her jurisdiction being eighty- 
five high school and twenty-five eighth year. 

She has been a member of the National Education 
Association and the Central Illinois Teachers' Associa- 
tion, and is now a member of the Military Tract Asso- 
ciation. Her special studies include those of the sciences 
(biological). 

In religious matters, she is a member of the Christian 
(Disciples) Church. 



691 



Elizabeth Huntington Sutherland 

ELIZABETH HUNTINGTON SUTHERLAND 
was born in Blue Island, Cook County, Illinois, on 
September i-j, 1851; her father, Samuel D. Hunt- 
ington, having been a native of New Hampshire, and 
her mother, Maria (Robinson) Huntington, a native of 
New York State. Both parents were of distinct and 
representative families of their respective States. 

In 1842, at the age of fourteen, her mother taught the 
Bh'ie Island village school, the compensation being $1 
per week. 

She attended the Blue Island graded and high schools, 
after which she entered and was graduated from the 
Cook County Normal School in 1869. and afterward 
took special courses in the LTniversity of Chicago. 

She entered upon her life-work as a teacher in the 
Blue Island graded school, after which she taught in the 
Hyde Park high school, the Washington Heights 
graded school and high school, and has been principal 
of the Alice L. Barnard School of Chicago since the 
year 1S83, with three schools under her charge, nineteen 
teachers, and eight hundred pupils. She is a member 
of the National Education Association. 

She was married September 27. 1894. to David AV. 
Sutherland. Her father and mother both died in Blue 
Island, the latter in 1S85, and the former in 18S7. 

Mrs. Sutherland's work in the schools of Chicago has 
invariably been of the best and highest character, and 
she stands deservedly high in both social and educa- 
tional circles. 



Daniel Atkinson King Steele, 
M.D., LL.D. 

HIS gentleman has won distinguished success and 
a position of marked eminence in medical, surgical 



T 



and educational 
among his colleagues. 



circles, and is a recognized leader 





D.vxiEL Atkinson King Steele, JNI.D., LL.D. 



Elizabeth Huntington Sutherland. 



Doctor Steele was born March 29, 1852. in Eden, 
Delaware County, Ohio, his parents being Daniel and 
Alary L. (Anderson) Steele, both natives of Ireland and 
now deceased. He received a thorough education, first 
attending a public school in Swanswick. Illinois, and 
later the Oakdale Academy. Washington Count\% Illi- 
nois ; the high school at Rantoul, Illinois, the Chicago 
Medical College, from which he was graduated March 
13' 1873. He did valuable post-graduate work in Lon- 
don, Paris, Berne, Berlin and Vienna. In 1906 the Uni- 
versitv of Illinois conferred upon him the degree of 
LL.D.' 

From 1875 to 1882 Doctor Steele was an instructor 
in the Chicago Aledical College ; from 18S2 to the pres- 
ent time he has been identified with the College of 
Physicians and Surgeons, having been one of its 
founders, and its president from 1893 to 1897. In the 
latter year this college was affiliated with the LTniversity 
of Illinois, becoming its College of }iledicine. of which 
Doctor Steele has since been the Actuary. Since 1886 
he has been professor of the Principles and Practice of 
Surgery and of Clinical Surgery. Since the erection of 
the LTniversity Hospital of Chicago, in 1907, Doctor 
Steele has been its president. Doctor Steele has also 
been identified with the Cook County Hospital. He has 
been an extensive contributor to medical and surgical 
literature, having written about fifty monographs for 
leading medical journals. 

Doctor Steele holds membership in the American 
Medical Association, the Illinois State Medical Society, 
the Chicago Medical Society, the Chicago Pathological 
Societv, the Chicago Surgical Society, the Chicago 
Physicians' Club, the Calumet Club, the First Presby- 
terian Church, and the rank of first lieutenant in the 
Reserve Corps of the United States Army. He has 
been president of the Chicago jNIedical Society and the 
Chicago Surgical Society. 

In 1876 Doctor Steele w^as married to Miss Alice L. 
Toinlinson. of Brooklyn. New York. They reside at 
2920 Indiana avenue, Chicago. 



692 



Mrs. Catherine A. Kelly Savage 

THIS lady is a native of Carlinville, of Irish par- 
entage, her father, James Kelley, and mother, Rose 
Flynn Kelley, both being natives of Ireland, and 
both deceased, the father's demise occurring at Carlin- 
ville in 1894, and mother's in 1901. 

Catherine A. Kelley is a product of Carlinville public 
schools, having received her elementary training there, 
after which she entered Blackburn College and was 
graduated from there in 1885 with the degree of Bache- 
lor of Science. This was augmented by one summer 
quarter in the University of Chicago. 

Miss Kelley, in the fall of 1886, became a teacher in 
the Carlinville schools, vv'here she worked her way up 
through the grades into the Carlinville high school. 
Here she was instructor in English and historj' for three 
years, and assistant principal three years. Miss Kelley 
was called from the Carlinville high school to the posi- 
tion of principal of the Virden high school, to which 
incumbency she brought those ciualities of a strong dis- 
ciplinarian, which, together with scholastic training and 
a natural aptitude for her calling, had marked her 
career in Carlinville. Here in the new field an oppor- 
tunity was given her to prove her ability in leadership, 
which caused her to be recognized as a forceful mem- 
ber of the community, and she was enabled to bring 
out the best in herself and in others, resulting in in- 
spiring an emulation that produced a healthj' growth 
upward in that community. Miss Kelley did not limit 
herself to the schoolroom alone ; she served as secre- 
tary of the Macoupin County Teachers' Association, 
local manager of Teachers' Association of District No. 
I, as well as chairman of the Educational Department 
of the Virden Woman's Club, and was foremost in every 
movement that made for better conditions in Virden. 
Miss Kelley was continuous in her efforts for Virden 
up to the time of her marriage, which occurred July 12, 
1911, when she became the bride of Joseph F. Savage. 

Mr. and Mrs. Savage now reside in Carlinville. 





George Washington Solomon. 



Mrs. Catherine A. Kelly Savage. 

George Washington Solomon 

IN tlie grand" army of public educators in the State of 
Illinois an honored position has for years been held 
by the subject of this sketch. Mr. Solomon is an 
instructor of strong ability and thorough experience. 
He is a masterly scholar and largely self-taught, besides 
which he received valuable tuition in several educational 
institutions. While he paid for his own schooling, he 
also helped his brothers' way at school. 

Mr. Solomon is a son of the Prairie State, having 
been born six miles' northwest of Palmyra, Illinois, on 
December 5, 1869. His parents were William J. and 
Louise I. (Plulse) Solomon, the former a native of Illi- 
nois, the latter of Tennessee. Both are still living. 
After an elementary education in country schools he 
entered the Western Normal College at Bushnell, Illi- 
nois, from which he was graduated (teachers' course) 
in 1892. Later he studied in the Illinois State Normal 
L^niversity and was graduated therefrom in 1907. He 
taught history, grammar and physiology in the county 
Normal school at Carlinville, Illinois. For seven years 
he was a teacher in the country schools of Macoupin 
county ; then three years as a principal at Modesto ; 
four years at Scottville ; one year 'at Jiledora. and for 
the past two years has been superintendent of schools 
at Gillespie, Illinois. There he has supervision of two 
schools, seventeen teachers and seven hundred pupils. 
He was a candidate for the position of county superin- 
tendent of schools in Macoupin Count}', and was de- 
feated for that office by but a few votes. He served 
efficiently as deputy clerk of the circuit court from 
December 7, 1908, to August i, 1910. 

Mr. Solomon is a member of the Illinois State Teach- 
ers' Association, the Masonic Order, Odd Fellows, 
Knights of Pythias, Modern Woodmen of America, 
Court of Honor and the Christian Church. On i\Iarch 
II, 1909, he was married to Miss Elsie lona Land, at 
Watseka, Illinois, and they have a son, Jesse Dale, who 
was born March 3, 1910, to bless their home. 



693 



Etta Drucilla Stansbury 

As is the case in the major portion of the State, the 
schools of Monmouth, lUinois, have been advanced 
to a most commendable degree of efficiency and 
the residents of- that city take a pardonable pride in the 
fact. Among the thoroughly trained and talented heads 
of the schools there is Miss Etta D. Stansbury, the highly 
esteemed and justly popular principal of the Garfield 
school, whose ability has long been recognized and 
duly appreciated. This lady has been in the public 
school service for upward of a score of years and has 
won promotion through sheer merit. She is a product 
of the Prairie State, having been born in Brimfield, Illi- 
nois, December 12, 1866, her parents being Daniel Stans- 
bury, a native of Baltimore, Maryland, and Sarah (Bur- 
ton) Stansburjr, native of Harrodsburg, Kentucky. The 
former died in Agency, Missouri, in April, 1871, the lat- 
ter in Peoria, Illinois, on July 4, 1902. 

Miss Stansbury was educated in the grammar school 
and high school of Brimfield, graduating from the latter 
in 1883, and she also took courses in the Normal School 
at Normal, Illinois, and the University of Illinois at 
Urbana, Illinois. For ten years she taught in the fourth 
and fifth grades in Brimfield, Illinois ; was for a year 
in charge of the eighth grade in Winchester, Illinois ; 
taught Latin and English in the Winchester high school 
for a year ; and for the past eleven years has been sta- 
tioned in Monmouth. There she has supervision of 
nine teachers and about three hundred pupils and the 
most cordial relations exist between her and those under 
her jurisdiction. 

Miss Stansbury is a member of the Illinois State 
Teachers' Association, the Illinois State Teachers' Read- 
ing Circle, the Central Illinois Teachers' Association and 
the Military Tract Association. She is an attendant of 
the Baptist Church and resides at 229 South Fifth 
street, Monmouth. 




Etta Drucilla Stansbury. 



Addison M. Shelton 




Addison M. Shelton. 



DURING the busy ten years that Mr. Shelton has 
been engaged in the public school service he has 
ever commanded the fullest confidence and the 
highest regard of his colleagues and the public, and his 
career has been eminently successful from the outset. 

Mr. Shelton was born in Chatham, Illinois, in 1876, 
son of Martin and Sarah (Dill) Shelton, both natives 
of Illinois and still living in the State, and he received 
his education in the common schools, the high school 
at Losine, Illinois, the Illinois State Normal and Uni- 
versity of Illinois, graduating from the latter in 1903 
with the degree of Bachelor of Arts. He began teach- 
ing in Forrest Hill, Illinois, was there for a year, then 
went to Custer, Illinois, where he taught for one year; 
from thence he went to Pleasant Plains for two years, 
and for eight years he was superintendent at Nunda 
and Crystal Lake, where he had charge of two schools, 
fourteen assistants and 375 pupils. In 1910 Mr. Shelton 
was elected County Superintendent of Schools of Mc- 
Henry County, in which capacity he is meeting with 
marked success. 

Mr. Shelton is a member of the National Education 
Association, the Illinois State Teachers' Association, 
Northern Illinois Teachers' Association, and the Mc- 
Henry County Superintendents' Association. He has 
written many historical essays, educational tracts, and 
is a contributor to educational magazines. He fre- 
quently addresses farmers' and teachers' institutes and 
is an able and fluent speaker. In 1899 he was married 
to Miss Wanda Schember, of St. Louis, and they have 
two children, Wanda and Robert. 

Aside from the intense interest Mr. Shelton has 
always taken in school work, he is especially interested 
in " The Rural Problem." 



694 



Myrtle Therese Simmons 

THIS lady has been an indefatigable worker in the 
educational field for almost twenty years, and she 
has long been popularly known to the public. She 
is a native of this State, having been born in Macomb, 
of distinguished parents. Her father, Louis Alden Sim- 
mons, a native of Brockton, Massachusetts, who died 
December 6, 1888, was a graduate of Lombard College 
(1856), Galesburg, Illinois, and the Albany Law School, 
Albany, New York. Mr. Simmons was also a Civil 
War veteran, was first lieutenant. Company A, Eighty- 
fourth Regiment Illinois Volunteers, and served through 
the war. He also served with distinction as county 
superintendent of schools and county judge of McDon- 
ough Count}', and practiced law in Macomb, Illinois, and 
Wellington, Kansas. Her mother, Jennie E. (Barber) 
Simmons, a native of Groveland, New York, and now 
living, was educated at Hedding College, Abingdon, Illi- 
nois, and taught school for a number of 3-ears. 

Miss Simmons was educated in the schools of JNla- 
comb, Illinois, and the high school at Wellington, Kan- 
sas, graduating from the latter in 1888. She also studied 
English literature for a year in the University of Chi- 
cago and in 1890 took a teachers' course in the Boston 
Home College. She first taught at Belle Plaine, Kan- 
sas, for two years ; next, in Wellington, Kansas, for 
five years, and for the past fourteen 3'ears has been a 
teacher' in the Central school, at Monmouth, Illinois, 
the last four years serving as principal. There she has 
a staff of nine assistant teachers, and the pupils number 
about three hundred and fiftj'. 

Miss Simmons is a member of the Illinois Military 
Tract Teachers' Association, the Warren County Teach- 
ers' Association, the Monmouth Schoolmasters' Club, 
the Order of the Eastern Star, the Daughters of the 
American Revolution and the Presbyterian Church. She 
resides at 331 South Seventh street, Monmouth, Illinois. 





Spencer R..\msey Smith. 



Myrtle Therese Simmons. 

Spencer Ramsey Smith 

MR. SMITH was born at Fort Wayne, Indiana, 
June II, 1857. His father, Cornelius S. Smith, 
was a native of Pennsylvania, and his mother. 
Charity Ramsey Smith, of Illinois. The former died 
in Chicago, December 30, 1902, and the latter in Fort 
Wayne, in June, 1891. 

After his preliminary schooling, the young man pur- 
sued his studies in the Fort Wayne High School, after 
which he entered the University of Michigan, from 
which he was graduated in 1879 with the degree of 
Bachelor of Arts. He is a member of the Psi Upsilon 
fraternity. 

Mr. Smith began his work by becoming a teacher 
of Latin, Greek and English in the Fort Wayne Col- 
lege in the years of 1881-4 and 1885-7 ; then took 
charge of the college preparatory department of Park 
Institute, 1884-5 and 1887-9; was first master in charge 
of classes at Lake Forest Academy, 1889-91 ; teacher 
of classics. University School, Chicago, 1893-4 ; West 
Division High School, Chicago, 1894-1900; and at 
present is principal of the Wendell Phillips High School 
(formerly South Division), with sixty-two teachers 
and about eighteen hundred pupils under his charge. 
He is a member of the National Education Associa- 
tion, the Illinois State Teachers' Association, and was 
secretary of the Chicago and Cook County High School 
Association for seven years, was president of the High 
School Teachers' Club of Chicago the first year of its 
existence, chairman of the Committee on the Influence 
of Fraternities on Secondary- Schools, appointed by the 
Conference of Cooperating and Affiliated Schools of the 
Lhiiversity of Chicago, and is chairman of the Commit- 
tee on the Cosmopolitan High School Curriculum, ap- 
pointed by Secondary Department of National Education 
Association. 

Mr. Smith is a member of the Presbyterian Church, 
and June 22. 1886, married Ruby Florence Button. He 
has two children — Gerald Clark and Kenneth Ham- 
ilton. 



695 



Alice E. SolHtt 

THE first essential qualities in a teacher are clear- 
ness of thought and expression, and power of apt 
illustration, due to vivid imagination and a firm 
grasp of a subject. It is impossible to enumerate all 
the qualities which make up a pleasing personality, but 
children seem to prize, above all others, cheerfulness, 
a strong sense of justice and truth, and a kindh- sense 
of humor. Real s^'mpathy with the pupils is necessar\-, 
in order that a teacher may come in touch with them. 

These qualities, with an earnestness of purpose under- 
lying them — a strong desire for the good of the pupils 
— are possessed in full by the lady whose name heads 
this brief sketch, and deserved success has rewarded 
her labors. 

;Miss Alice E. Sollitt was born in Chicago, December 
2, 1859, her parents being Thomas and Eleanor Sollitt, 
the former a native of York, England, who died Sep- 
tember 9, 1907: -the latter a native of Buffalo, New- 
York. Her education, an excellent one, was secured 
in the Skinner, Scammon, Doolittle and Douglas public 
schools, of Chicago, and the Chicago Normal School, 
from which she graduated in December, 187,6. The 
schools taught by her were the Third Avenue, the Calu- 
met Avenue, Haven and the Kenwood. At the latter, 
of which she is now principal, she has a staff of eleven 
assistants and a membership of about five hundred 
pupils, and she is held in esteem by her colleagues and 
scholars alike. 

Miss Sollitt is a member of the National . Education 
Association. Illinois State Teachers' Association, a wor- 
shiper in the St. Paul Universalist Church, and has a 
legion of friends in educational circles and private life. 




Alice E. Sollitt. 




.\lbert Robeins S.\bin. 



Albert Robbins Sabin 

PRINCIPAL of the Medill School, Chicago, is widely 
known as an accomplished educator and he has also 
contributed much to educational literature, among 
his works being four arithmetics and a spelling book. 
Mr. Sabin was born September 30, 1837, at Rocking- 
ham, Windham County, Vermont, son of Elisha S. 
Sabin and Sophia (Hall) Sabin, both natives of Ver- 
mont and both deceased. He was educated in the 
Rockingham District School : Saxton's River Academj' ; 
Monson (!Mass.) Academy and ^liddlebury College, 
Vermont. He studied three 3'ears at the latter, and 
left in 1862 to go to the front in the Civil War, in 
which he served with distinction as Captain of Com- 
pany- C, Ninth Vermont Volunteer Infantry. Before 
the war he taught in district schools in Vermont and 
New Hampshire and in the Chester Academy. After 
leaving the service he settled in Chicago. There he has 
held eight principalships, and taught in the following 
schools : Dearborn, Newberr\% Franklin, Douglas, Old 
Central High School, Kinzie, Audubon, Irving Park, 
Lake Forest Academy (five years) ; Professor of Latin 
at Lake Forest College, two years ; County Superin- 
tendent of Schools in Lake County, Illinois, one term ; 
fifteen years District Superintendent of Schools, Chi- 
cago, and principal of Irving Park School. Some hun- 
dreds of teachers and over forty-five thousand pupils 
have been under his jurisdiction. 

Mr. Sabin is a member of the National Education 
Association; the Illinois State Teachers' Association; 
the National Geographical Society, of Washington, 
D. C. ; the Chi Psi Greek-letter fraternit)^; the Masonic 
Order; Loyal Legion (Illinois Commandery) ; National 
Union and the Irving Park Country Club. On July 
II, 1862, he was married to Miss ^Nlary Barber (now 
deceased), and on January 31, 1893, to }iliss Helen 
Mackey, and their family consists of two sons, Stewart 
Barber and Albert R. Sabin, Jr. 



696 



Nellie Lenington Smith 

MISS SMITH was born in ^Macomb, Illinois. Sep- 
tember 15, 1884; her father, Charles F. Smith, 
and her mother, Nora Smith, both being natives 
of Illinois, and both are still living. 

Her education was received in the public schools of 
jNIacomb ; the Macomb High School, from which she 
was graduated in igoi ; the Western Illinois State 
Normal School, from which she received a post-grad- 
uate certificate for successful teaching, and the Uni- 
versit}' of Illinois, which she attended during the fall of 
igo6 and until January, 1907. 

She taught two years (1904-1906) in the Mazon 
Township High School ; the Virginia High School, 
Virginia, Illinois, two years and a half (1907-1909) ; 
and has been principal of the Astoria High School since 
1909, with eighty-five pupils in her care. 

Miss Smith has made a special study of Latin ; is a 
member of the Pythian Sisters, the Illinois State Teach- 
ers' Reading Circle, and at present is a member of the 
Military Tract Teachers' Association. 

She is also a member of the Classical Association of 
the Middle West and South, and belongs to the Univer- 
salist Church, her residence being in Macomb, though 
her school is located at Astoria. 




Nellie Lenington Smith. 




Jacob Phillip Scheid 

SUPERINTENDENT of the public school at White 
Hall, Green County, Illinois, a capable, energetic 
and progressive teacher, was born in Freeburg, 
Illinois, December 16, 1875. He is a son of Charles and 
Margaret (Heigel) Scheid, natives of Germany, the 
father born in Hesse Nassau, and the mother in Swabia. 
Charles Scheid died in Freeburg, Illinois, September 17, 
1907; his widow is still living. 

In boj'hood Jacob Scheid attended the Freeburg pub- 
lic schools, and afterward the Evangelical Parochial 
School (two years), still later pursuing courses of 
study in the Illinois State Normal University and the 
University of Illinois. He was graduated from the Illi- 
nois State Normal School, June 7, 1907. The first 
three years of his teaching were spent in the Drum Hill 
School, in New Athens township, St. Clair County, 
from which he went to the New Athens public school, 
remaining there seven years, and then assuming his 
present duties at White Hall in 1906. The White Hall 
school has fourteen teachers and 580 pupils. Mr. Scheid 
is a member of the Illinois State Teachers' Association. 
.\side from his regular duties, he makes a special study 
of chemistr\-. 

Mr. Scheid is happily married, the maiden name of 
his wife having been Flora Caroline HerteL Two chil- 
dren have blessed this union — Flora Hertel and Harold 
Russell. Mr. and Mrs. Scheid are members of the 
M. E. Church. 



Jacob Phillip Scheid. 



697 



Eva A. Smedley 



IN a community where a high standard in educational 
Hues has long been established, marked success has 
been attained by Eva A. Smedley, principal of the 
Noyes Street School, Evanston, Illinois. Miss Smedley 
is a native of Belvidere. Her father, Nathan Smedley, 
a native of Pennsylvania, is still living, while her 
mother, Adaline (Warren) Smedley, who was born in 
New York, died in November, 1893. She was educated 
and graduated from the South Belvidere High School 
and the Cook County Normal School and also studied 
in the University of Chicago. In her position as prin- 
cipal of the Noyes Street School she has supervision 
over sixteen teachers and five hundred and thirty pupils, 
and the affairs of the school are in excellent condition. 
In addition to her present position, Miss Smedley 
has taught in teachers' institutes in man}' of the larger 
counties of the State. She is a member of the National 
Education Association, the Illinois State Teachers' Asso- 
ciation, Northern Illinois Teachers' Association, the 
English Club, Evanston Political Equality League, Na- 
tional Geographic Society, National Story Tellers' 
League, and the La Salle Avenue Baptist Church. Her 
residence is at 3728 Ellis avenue, Chicago. 




Eva A. Smedley. 




John J. Sonsteby. 



John J. Sonsteby 

JOHN J. SONSTEBY was born in Milwaukee, Wis- 
consin, January 15, 1879. His parents were Nor- 
wegians, and moved to Chicago when he was five 
years of age. He has always taken an interest in the 
public schools, especially in alumni work, and has 
acquired a wide acquaintance among Chicago teachers 
and principals. 

In 1906 Mayor Edward F. Dunne appointed him a 
member of the Chicago Board of Education, where he 
served three years. His efforts were largely instrumen- 
tal in raising the salary schedules of principals, teachers 
and other employees of the Chicago public schools. He 
has assisted in securing legislation in Illinois for the 
public schools and has opposed legislation injurious to 
them. He was chairman of the Text Book Committee, 
appointed by the Chicago Board of Education, and care- 
fully investigated the prices paid for school books in 
Chicago and other cities of the L^nited States, resulting 
in a large saving to the parents of Chicago children in 
the cost of such books. 

]Mr. Sonsteby is a practicing lawyer, with offices in 
the Association Building, Chicago, Illinois. He grad- 
uated from the John Marshall Law School with the 
degree of LL.B., and is a member of the Illinois State 
Bar and Chicago Bar Associations. He holds member- 
ship in many Norwegian societies and has been president 
of the Norwegian National League of Chicago. He is 
also a member of many societies and clubs, the principal 
ones being the Masonic, Royal League, Maccabees, City 
Club and Art Institute. He is a Shriner and Thirty- 
second Degree Mason, being a member of Medinah Tem- 
ple, Oriental Consistory, Humboldt Park Lodge No. 
S13, A. F. & A. M., and is now \\'orthy Patron of Hum- 
boldt Park Chapter No. 472, Order of the Eastern Star. 



698 



Inger M. Schjoldager 

MISS SCHJOLDAGER was born in 1856, in Nor- 
waj', and came from that historic country with 
her parents to the United States in early youth, 
the family settling in Chicago. Her father and mother, 
Thorwald F. and Caroline H. Schjoldager, were both 
natives of Norwaj^ Both are deceased, the former 
having died May i, 191 1, the latter, September 23, 1904. 
Their worth and many estimable qualities are cherished 
in the memory of those who knew them. 

Miss Schjoldager was educated in the elementary 
schools of Chicago, the Chicago High School and the 
Chicago Normal School, graduating from the latter in 
December, 1874. From iN'Iarch, 1875, to September, 1888, 
she taught in the Wasliington School, Chicago ; from 
1888 to 1902 was assistant principal of the Burr School, 
Chicago ; was principal of the !^Ionroe Street Primary 
School from 1902 to 1903, and then became principal of 
the Pearson School, the name of the latter being 
changed to that of the Adams School. From 1903 she 
has been principal of this school, where she has a staff 
of twenty- four teachers and an enrolment of 1,050 
pupils. 

Miss Schjoldager is a member of the National Edu- 
cation Association, the Illinois School Teachers' Asso- 
ciation, the Ella Flagg Young Club and the Presbyterian 
Church. She resides at in Gale avenue, River Forest, 
Illinois. 




Inger M. Schjoldager. 




John Daniel Shoop. 



John Daniel Shoop 

IN this gentleman, who is the First Assistant Super- 
intendent of Schools in Chicago, that city has a 
representative of mature experience and high-grade 
executive ability, one who has the public service thor- 
oughly at heart. 

Mr. Shoop is a native of Ohio, born March 3, 1857, 
his parents being Jonathan M. and Margaret (Snyder) 
Shoop, natives, respectively, of Pennsylvania and Ken- 
tucky, and now deceased, the former having died in 
1864, the latter in i860. 

John Daniel Shoop was educated in country schools 
in Ohio; the village school at Staunton, Ohio;- Fay- 
ette Institute, Washington Court House, Ohio ; the 
Northern Indiana University, from which he was gradu- 
ated in 1907 ; the University of Chicago and Lake For- 
est University. From the latter he was graduated in 
1911. 

Mr. Shoop taught in country schools in Ohio, the 
schools at Staunton and Bloomingbury, Ohio : has been 
superintendent of the schools at Sa3'brook, Gibson City 
and Paris, Illinois, and in Chicago. He has been super- 
intendent of Vacation Schools and Social Centers, for 
a number of years, in Chicago schools. He is a mem- 
ber of the National Education Association, the Illinois 
State Teachers' Association, the Illinois State Teachers' 
Reading Circle, and has been president of the Central 
Illinois Teachers' Association and the Eastern Illinois 
Teachers' Association, and is now (1912) president of 
the Illinois State Teachers' x-^ssociation. He is a member 
of the Masonic Order, the Modern Woodmen, the 
Knights of Pythias and the People's Church. In 1887 
he was married to Miss Jennie Perrill, of Washington 
Court House, Ohio, and they have two children, Arnold 
C. and Edwin P. Shoop. The family residence is at No. 
6928 Stewart avenue, Chicago. 



699 



Edward Sargent 

FOR the past ten 3'ears JMr. Sargent has concentrated 
his energies upon educational work, and lias won 
an excellent reputation for the strength and effi- 
ciency of his methods, which have been productive of 
the best discipline. 

Mr. Sargent is a native of Cincinnati, Ohio, where his 
parents, Christopher and Jane Findlay (iTorrence) 
Sargent (who are now living in Indianapolis, Indiana), 
resided. He was educated in the public schools of his 
birthplace, primarily, and then took a four years', course 
in the University of the South, a three years' course in 
the Western Theological Seminary, Chicago, and one 
year at the University of Chicago, graduating from the 
latter in 1903 with the degree of Master of Arts. He 
first taught in the Menekaune Ward School, at Mari- 
nette, Wisconsin, for a year ; then became principal of 
the Ludington High School, Ludington, ^Michigan, for 
four years, and for four years was principal of the 
Bloom Township High School. Chicago Heights, Illinois. 
Since 1908 he has organized and been principal of the 
Gary High School, Gary, Indiana. 

Mr. Sargent is a member of the National Education 
Association, the Illinois Educational Association, the 
Masonic Order, Knights of Pythias and the Episcopal 
Church, and he commands a high standing, both in edu- 
cational circles and in private life. 




Edward Sargent. 




Orville Simmons 

A TALENTED, energetic and progressive young 
teacher, who at present is superintendent of the 
graded public schools in Equality, Gallatin County, 
Illinois, was born in Divide, Illinois. July 12, 1886, and 
is a son of W. F. and Louise Simmons, who also are 
native Illinoisans. 

Orville Simmons obtained his primary education in 
the country schools of Jefferson County, Illinois, and 
later in life became a student in the State Normal 
School at Carbondale, and at Normal, Illinois, also 
attending Ewing College. His work as a teacher began 
in the Lowery (111.) country school, where he continued 
five months, going thence to the Sheller (111.) country 
school and remaining six months there. Next he spent 
two terms of nine months, respectively', in city schools 
at Mt. Vernon, Illinois, and following this taught nine 
months in the Olney School. In discharging his present 
duties in the Equality School, which he assumed in 
1910, eight teachers are associated with him, and under 
his care are three hundred pupils. The branches of 
study to which he gives special attention are mathe- 
matics and history. 

Mr. Simmons is a member of the National Education 
Association, the Illinois State Teachers' Reading Circle, 
Illinois Principals' Club, Illinois Principals' Reading 
Circle, and the Southern Illinois Teachers' Association. 
The religious connection of Mr. Simmons is with the 
Baptist Church. In private life and social relations he 
is a man of most exemplary character, and his record 
as an instructor is most commendable. 



Orville Simmons. 



700 



John Alford Stevenson 

As superintendent of the city schools of Olney, a 
distinct success was won by Mr. Stevenson, and 
he is most eminently known in scholastic circles. 
John Alford Stevenson was born March i, 1886, in 
Cobden, Illinois, son of John M. and Elizabeth C. Ste- 
venson, the former a native of Illinois, the latter of 
Tennessee, and both living. He was educated in the 
public schools of his birthplace, the Southern Illinois 
Normal School, from which he was graduated in 1905 
in the Latin and English courses; he also was grad- 
uated from Ewing College in 1908, receiving the degree 
of Bachelor of Arts. He also studied in the summer 
schools of the University of Illinois and the University 
of Wisconsin. 

After teaching three terms in the practice school at 
Carbondale, Illinois, Mr. Stevenson was for two years 
principal of the high school at Nashville, Illinois, from 
which he resigned to accept the principalship of the 
high school at Olney, Illinois, serving two }'ears in this 
position, when he was appointed superintendent at 
Olney, where he had charge of city schools and a staff 
of twenty-five teachers. Mr. Stevenson, upon being ap- 
pointed in the Department of Education at the Univer- 
sity of Wisconsin, left the public. school service of Illi- 
nois in the fall of 191 1. 

Mr. Stevenson has served as a member of the Execu- 
tive Committee of the Southern Illinois Teachers' 
Association and holds membership in the National Edu- 
cation Association, the Masonic Order, Knights of 
Pythias and the Baptist Church. 




John Alford Stevenson. 




Harry G. Spear 



A SOUND record is enjoyed by this gentleman, who 
has been successfully engaged in public school 
work for the past eighteen years. He has made a 
special study of mathematics and science, and is well 
versed in these branches. He has taken a deep interest 
in teachers' associations, and during the past two years 
has prepared papers for county associations. He was 
secretary of the Central Illinois Christian Conference 
for six years, and a member of the board of trustees 
of that organization. 

Mr. Spear is a native of this State, having been born 
February 10, 1873, in Greene County, son of William L. 
and Frances R. (Dewes) Spear, the former a native 
of Illinois, the latter of England, and both now living. 
He was educated in the public schools of Rockbridge, 
Illinois ; the Illinois State Normal University, at Nor- 
mal, Illinois ; Greer College, Hoopeston, Illinois, and 
he also has performed much correspondence work. He 
taught in country schools in Vermilion County, Illinois, 
three years ; at Muncie, Illinois, three years ; Bismark, 
Illinois, two years ; Grape Creek, Illinois, three years ; 
Danville, Illinois, three years ; Oakwood, Illinois, one 
year; Greenup, Illinois, two j'ears, and for the past 
year he has been principal of the township high school 
at Assumption, Illinois, where he has gained popularity 
and favor. In 1900 Mr. Spear was married to Miss 
Lena L. Bennett, of Cayuga, Indiana. They reside in 
Assumption, Illinois. 



Harry G. Spear. 



701 



William H. Sieflferman 

FAVORABLY known throughout his section of Illi- 
nois as county superintendent of Edwards County, 
Illinois, and recognized as one of its most capable 
instructors and school managers, was born in that 
county April 24, 1878, son of Jacob and Kathrine 
Siefferman, the father a native of Germany, and the 
mother, of the State of Indiana. Both are deceased; 
"the former having died on his farm in Edwards 
County, Illinois, March 14, 1893, and the latter in the 
same county, about the year 1875. 

William Siefferman attended the country schools of 
his home neighborhood during his bo3'hood days, and 
also for one year attended the public schools of Ohio. 
At a later period he pursued a course of study in the 
Southern Collegiate Institute, at Albion, Illinois, from 
which he graduated in 1905. 

On applying himself to teaching, Mr. Siefferman was 
first engaged two terms in the Montgomery school, and 
next, two terms in the Fieber school. He afterward 
was principal of the high school, North Side, Grayville, 
two terms ; then taught one term in Albion public 
schools, after which he was elected to his present office 
— county superintendent of Edwards County — to which 
he has been recently reelected. He now has seventy- 
six teachers and 3,383 pupils. He is a member of the 
Illinois State Teachers' Association and the Southern 
Illinois Teachers' Association, and is fraternally affil- 
iated with the Masonic Order, the Independent Order 
of Odd Fellows, the Knights of Pythias and the Modern 
Woodmen of America. He is a member also of the 
Congregational Church. On June 11, 1903, he was mar- 
ried to Miss Anna Coulthard, and from their union 
two children have resulted, namely : Royal Lincoln and 
Bvron. 




William H. Siefferman. 




John H. Stehman 

FOR more than a third of a century an active part 
has been taken in the educational world by the 
gentleman whose name herein appears. Thor- 
oughly progressive in his methods, though strictly avoid- 
ing " faddism," he has devoted his life energies to the 
betterment of the profession he so ably represents and 
to the advancement of the pedagogue's status in the 
social world. 

Mr Stehman was born in Lancaster, Pennsylvania, 
June 25, 1850, passing his early life on the farm owned 
and managed by his father, Isaac L. Stehman, who died 
in 1900. His education was secured in the elementary 
schools of Lancaster County, Pennsylvania, and the 
Normal School at Millersville, Pennsylvania, and he 
first began teaching in 1871. After having taught for 
seven years in his native county of Lancaster, he re- 
moved to Plainfield, Illinois, and continued for three 
years as school principal. In 1881 he removed to Chi- 
cago, where he was appointed principal of the Avon- 
dale School, and this position he has retained ever since, 
being now one of the oldest principals in point of serv- 
ice in Chicago. He is an active member of the National 
Education Association and the Methodist Episcopal 
Church. He was married to Miss Letta H. Harding, 
and they have had six children, of whom four daugh- 
ters and one son are now living. 



John H. Stehman. 



702 



Martin L. Smyser 



MR. SMYSER has given his energies, knowledge 
and ability in their entirety to the cause of pub- 
lic education, and his services have been of the 
most valuable and appreciable character. 

Mr. Smyser comes of old Pennsylvania stock, having 
been born May ii, 1872, at Wellsville, Pennsylvania, 
and his parents, Henry and Rebecca Smyser, were also 
natives of the Keystone State. The former is de- 
ceased, having died at Wellsville in August, iSgi. He 
was given a good public school education, and after 
attended Normal and the Pennsylvania College at Get- 
tysburg, Pennsylvania, graduating in 1900 with the de- 
gree of B.S. Two years later he had conferred upon 
him the M.S. degree. Mr. Smyser taught school in 
Pennsylvania three 3'ears ; in Worth, Illinois, four 
terms, and is now in his seventh term at Palatine, Illi- 
nois, as principal of the high school, in which position 
he has made an excellent record for executive ability 
and the soundness of his methods. He has six assist- 
ant teachers and an enrolment of 295 pupils. 

Mr. Smyser is a Mason and a member of several fra- 
ternal organizations, and an attendant of the Methodist 
Church. In 1894 he was married to Miss Anna M. 
Myers, of Gettysburg, Pennsylvania, and they have two 
sons, Lynn M. and Donald C. Smyser. 

John Winthrop Troeger 

MR. TROEGER has had a distinguished career as 
a public worker, and all his promotions have been 
fairly earned. In his present incumbency as prin- 
cipal of the Irving School, Lexington street, near Leavitt 
street, Chicago, he has achieved marked success, the 
departments of instruction now being in an admirably 
efficient condition. 

Mr. Troeger was born August 20, 1849, near Aurora, 
Illinois, his parents being George A. and Barbara (Opel) 





John Winthkop Troegek. 



!Martin L. Smyser. 

Troeger, both natives of Bavaria, Germany. His father 
is still living at Charles City, Iowa, but his mother died 
in the spring of 1851. He was given a primary educa- 
tion in the district school at National, Iowa, and then 
followed preparatory and college courses in Northwest- 
ern College, Naperville, Illinois, with graduation in 1875 
and a B. S. degree. He lacked but one major in Greek 
of obtaining a B. A. degree. At the commencement of 
the Northwestern College, in 1878, he was granted the 
honorary degree of A. M. 

Mr. Troeger began teaching in a district school at 
Girard, Iowa, in 1869; then in a similar school near 
Streator, Illinois, 1873-4, and again in 1875-6. On Sep- 
tember I, 1876, he assumed charge of the Teachers' 
Institute and Classical Seminary (chartered), at Paw 
Paw, Illinois : from i88t to 1885 was superintendent at 
Blue Island, Illinois ; 1885-6, superintendent at Hinsdale, 
Illinois; 1887 to 1893 was engaged In publishing; in 
1893 was elected principal of the Irving School, Chicago, 
and continues to efficiently discharge the duties of this 
position, in which he has sixteen teachers and over eight 
hundred pupils under his leadership. 

Mr. Troeger is a member of the National Education 
Association, a member of the Philosophical Society, 
American Historical Association, Royal Round Table, 
Chicago, the National Geographical League and the 
First Congregational Church, at La Grange. In April, 
igo6, he was nominated for the office of County Super- 
intendent by the Prohibition Party, and again in 1910. 
He is the author of a number of valuable educational 
works, prominent among them being " Troeger Science 
Book" (Scott. Foresman & Co.) and five graded readers 
on nature-study subjects (Harold Books, by Appleton 
& Co.). In 1876 Mr. Troeger was married to Miss 
Elizabeth Rassweiler, and they have had three children, 
Edna B. (now Mrs. C. A. Heppes), Hazel and Harold 
B. Troeger. 

In addition to the work incident to teaching, Mr. 
Troeger has worked out formulae and machinery for 
manufacturing several useful products, which are pat- 
ented and are meeting with success in their sale. 



703 



Harry Taylor 



FOR almost two decades the subject of this sketch 
has been in the public school service of Illinois, 
and he is well known as an advanced scholar and 
an exponent of progressiveness in modern practical 
methods of teaching. Mr. Taylor was born on a farm 
located five miles from Harrisburg, Illinois, and his 
preliminary education was secured in the rural schools 
of Saline County, this State, subsequent to which he 
attended public school in Harrisburg City, and later 
took courses in the Southern Illinois Normal University 
and the University of Illinois. On beginning profes- 
sional work he first taught for seven years in the rural 
schools of Saline County, and then became principal of 
the Harrisburg High School, where he remained for 
two years. Following this he was superintendent of 
Harrisburg schools for four years, and ten years ago 
he was appointed to his present position, principal of 
the Harrisburg Township High School, where he has a 
staif of seven assistant teachers and an enrolment of 
165 pupils. 

Mr. Taylor holds membership in numerous organiza- 
tions, among them being the National Education As- 
sociation, the State Educational Commission, the Illinois 
State Teachers' Association, the Illinois State Teachers' 
Reading" Circle, Southern Illinois Teachers' Association, 
the Methodist Church. He was married in 1894 to Miss 
Leah ^litchell, and thev have one child, Inglis Tavlor. 



Frank D. Thomson 

FOR a quarter century the above named has been 
actively identified with the public school system of 
Illinois as an instructor and official, and he has 
given material aid in promoting that system to the high 
plane of excellence which it now maintains. He is a 
native of this State, having been born in Knox County, 
son of Presson W. and Mary Susannah (Lapham) 





Frank D. Thomson, 



H.AERY Taylor, 



Thomson, both natives of Ohio, and descendants of 
old pioneer stock. He was given his preliminary edu- 
cation in country schools and the public schools of 
Yates City, Illinois, and later entered Knox College, 
from which he graduated in 1892 with the degree of 
A.B., and in 1895 received the A.M. degree. He also 
took two years' post-graduate work in Johns Hopkins 
University, Baltimore, Maryland. In 1882 Mr. Thom- 
son began his career as a teacher in a country school 
at Truro, Illinois, and in 1883 went to Douglas, Illi- 
nois, as teacher of the public school, in which capacity 
he continued up to 1886. From 1890 to 1891 he was 
principal of the Yates City School : from 1894 to 1895, 
principal of the Sumner School, Peoria, Illinois ; then 
became principal of the high school at Galesburg, Illi- 
nois, where he remained until igog. He is now princi- 
pal of the high school at Springfield, Sangamon County, 
Illinois. While principal of the Galesburg High School 
he made a valuable contribution to high-school work 
in developing and carrying out an elective system of 
studies which has been called the " Galesburg plan." 
This school was among the first, if not the first, to 
give such freedom of election, and the success of the 
plan under his management has attracted the attention 
of educators throughout the United States. 

In Springfield he was made director of the first Boys' 
State Fair School, which is designed to afford an oppor- 
tunity to a select number of boys from the various 
counties of the State to attend a course of lectures on 
agricultural topics, with the added advantage of using 
the state fair exhibits for the purpose of illustration. 

jNIr. Thomson is a member of the National Educa- 
tion Association, the Illinois State Teachers' Associa- 
tion and the Central Illinois Teachers' Association, of 
which he has been the honored president. He was the 
second president of the Military Tract Teachers' Asso- 
ciation. In igoo he was married to Miss Gertrude R. 
Chapin, and their home now possesses a little daughter, 
Ruth Thomson. 



704 



Edward J. Tobin 

THE leading factor in the advancement of civiliza- 
tion, to use a well-known truism, has been educa- 
tion, and one of the best systems of education 
extant is that found in the United States. Our public 
schools are our proudest boast, and throughout this 
broad land none better are to be found than those of 
Illinois, particularly Chicago, where the school system 
is perfection itself. Among the prominent educators of 
that city is Edward J. Tobin, now county superintendent 
of schools of Cook County. Mr. Tobin is a native of 
Wisconsin, having been born in Kenosha, that State, 
Januar}' 8, 1874, of sturdy Irish stock, his parents being 
Patrick and Alary Tobin, both natives of Ireland, but 
long residents of this country. Both are deceased, the 
former having died in Chicago, August 14, 1900, the 
latter January 28, 1906, thus ending the careers of a most 
worthy couple. Mr. Tobin's education was secured in 
countr\' schools, the Kenosha high school, the Chicago 
Normal school, the University at Valparaiso, Indiana, 
and Bryant & Stratton's business college. He first taught 
in the Kenosha high school, and then became teacher 
in a Chicago graded school, whence, his merit becoming 
recognized, he went to the Hayes school as principal. 
After serving there six years he became principal of the 
Healy school, where he had charge of twentj'-eight 
teacher's and fifteen hundred pupils. After five years' 
service there he resigned to enter upon his present posi- 
tion. He was elected, as Democratic candidate for 
superintendent of Cook County schools, in September, 
1910, by a majority of some twenty-four thousand votes, 
running second only to Peter Bartzen, who received the 
highest plurality of his party, for the position of County 
Commissioner of Cook County. Mr. Tobin was elected 
for a term of four years and assumed office on Decem- 
ber 5, 1910, his headquarters being in the County Court 
building, and his administration of affairs thus far has 
been eminentlv efficient and satisfactory. 




Edward J. Tobin. 



In July, 1909. Air. Tobin was married to Aliss Belle 
Padden, formerly' teacher in the Harrison schooL They 
have a daughter, Ruth Marie Tobin. now a year old, 
and reside at No. 5609 South Alichigan avenue. 



^ 




Charles W. Thompson. 



Charles W. Thompson 

IN the roster of superintendents and principals of the' 
public schools of Chicago, honorable mention must 
be accorded Charles W. Thompson, whose life devo- 
tion to his profession has given substantial aid to the 
advancement and elevation of education. His learning 
is deep, well-rooted, his principles admirable, his methods 
liberally progressive. 

Mr. Thompson hails from the South, having been born 
in historic New Orleans. Louisiana, February 6, 1852, 
son of William L. and Priscilla Thompson, both native 
Americans and now deceased, the former having died 
September 18, 1901, the latter November 6, 1857, in Cin- 
cinnati, Ohio. His early education was secured, in the 
ward schools of Cincinnati, and this has since been fol- 
lowed by constant " burning of the midnight oil." After 
teaching in four country schools, he went to Kansas 
City. Missouri, and there, consecutively, was principal 
of the Martin and Garfield schools. His next field of 
labor was Chicago, where he became principal of the 
Henry Clay School, and on concluding his services there 
was appointed principal of the Washburne School, his 
present position, where he has a staff of forty teachers 
and over sixteen hmidred pupils. 

Mr. Thompson is a member of the National Educa- 
tion Association and the Illinois State Teachers' Asso- 
ciation. July 5, 1894, he was married to Miss Harriet 
A. Stokes, and they reside at 5329 Indiana avenue, Chi- 
cago. 



45 



705 



Isaac Harry Todd 

MR. TODD comes from Ohio stock; his father, 
JMiles Todd, and his mother, Eunice Todd, both 
being natives of Ohio, wliile he himself was 
born in Bremen, Iowa, May 6, 1863, and, after his edu- 
cational days arrived, he went through all the grades 
and high school at jNIonmouth, Illinois, a year at the 
seminary at La Harpe, Illinois, after which he entered 
Ewing College, Ewing, Illinois, and was graduated 
therefrom with the degree of Bachelor of Arts in June, 
lyop, which he is following up with work on the Doc- 
tor of Philosophy degree at present. 

The first school he taught was in Kingston, Iowa, in 
1877, after which he taught in many country schools; 
then in the primary department at Bowen, Illinois ; as 
principal at Elvaston, Illinois, two years, and then to 
East St. Louis in 1891, as principal of the Emerson, 
Monroe, Irving, Longfellow, and now at the Franklin, 
with one school, twelve teachers and 460 pupils under 
his charge. There were three separate districts in the 
city for a while, and he was superintendent of one of 
them for several years, until the consolidation. 

He is a member of the National Education Associa- 
tion, the Illinois State Teachers' Association, the South- 
ern Illinois Teachers' Association, the St. Clair County 
Teachers' Association, the East St. Louis Teachers' 
Association and the St. Louis Society of Pedagogy, in 
the educational line ; while he is a member of the 
Masonic Order — Scottish Rite, thirty-second degree — 
a York Rite Knight Templar and of the Mystic Shrine. 
He is also a member of the O. E. S. White- Shrine of 
Jerusalem, the Odd Fellows, the Knights of Pythias 
and the Elks, the Commercial Club, the Orpheus Club, 
the Amphion Club and the St. Louis Symphony Society. 

Mr. Todd's father died in La Harpe, Illinois, in l8gi, 
and his mother in Kossuth, Iowa, in i88g. 




Isaac Harry Todd. 




EsTON Valentine Tubes. 



Eston Valentine Tubbs 

THROLTGH sheer merit and the application of the 
most approved modern pedagogical methods, Mr. 
Tubbs has steadily forged ahead to success in the 
educational field, and, being still young, the future holds 
many possibilities in store for him. He is what is 
termed a " self-man man," having through hard efforts 
overcome many handicaps and obstacles in order to 
secure the excellent education he possesses. He worked 
his way through college after marriage, and was father 
of two children before he graduated with the degree of 
Bachelor of Arts. 

Eston V. Tubbs was born February 4, 1883, in 
llillsboro, Indiana, son of Daniel A. and Hattie Tubbs, 
lioth natives of Indiana and both now living. He was 
educated in the common schools and the high school at 
Rossville, Illinois, graduating from the latter in 1902, 
and then, taking a course in the Northwestern Univer- 
sity, graduated therefrom as an A.B. in 1909. In the 
spring of 1909 he received an appointment to a scholar- 
>hip in the LTniversity of Illinois, which carried a stipend 
of $250. Through post-graduate work in the University 
of Illinois he secured the degree of Master of Arts in 
1910, his special branch of study being History. He 
began teaching in a country school near Alvin, Illinois, 
where he remained two years, next was superintendent 
at Chene^wille, Illinois, for a year, after which he took 
up his college work at Northwestern in the fall of 1905. 
Since igio he has been principal of the Township High 
School at Lawrenceville, Illinois, where he has six 
assistant teachers and about one hundred and twenty 
pupils. He is earnestly attentive to his duties and his 
thoroughness has made his work most effective. 

On February 24, 1904, Mr. Tubbs was married to Miss 
Vinnie I. McAllister and they have three children — 
Edwin, Dorothy and Genevieve. 



706 



Alfred R. Urion 

IN January, 191 1, the Chicago Board of Education 
lost a valuable member and leader in the resigna- 
tion of its president, Alfred R. Urion. Failing health 
was the cause of his resignation from the position he 
had so conspiciously honored. Mr. Urion is a native 
American, having been born near Salem, New Jersey, 
son of John and Mary Urion, who were also natives of 
that State. His elementary education was obtained in 
the common schools and the Central high school of 
Philadelphia. Coming to Chicago, he became a promi- 
nent factor in civic affairs and has given highly valued 
services to the public. In June, 1907, he was elected a 
member of the Chicago Board of Education, and from 
June, 1909, to January, 191 1, served as its president. In 
1885 he was married to Miss Mabel Kimball, of Carlin- 
ville, Illinois, and they have four children : Henry, 
Frances, Alfred R. and Virginia. They are members of 
the Presbyterian Church, and reside at 839 East Fortieth 
street, Chicago. 

Charles Van Dorn 

As a specimen of the most progressive, modern, up- 
to-date educator, a distinguished success has been 
achieved by the above named. He puts his ideas 
into practical use and has met with the most practical 
results. He established the Sangamon School Interests, 
a monthly school journal having a large circulation and 
much influence. In the January, 1906, issue of this 
journal was printed a lengthy letter that had previously 
been written to, State Superintendent of Public In- 
struction Alfred Bayliss in response to a circular letter 
issued by the latter to county superintendents, asking 
for their methods of management. Our space forbids 
its reprint, but it contained many excellent suggestions 
that had already been carried out by Mr. Van Dorn. 
Among these were the appointment of only such teach- 
ers as possessed a thorough knowledge of the subjects 
prescribed by law ; the urging of school boards to pay 





Charles Van Dorn. 



Alfred R. Urion. 



teachers living salaries; the importance of extending 
the term of the school ; assisting teachers in their study 
and application of school methods ; the securing of 
the best talent for county institutes ; the issuing of 
" perfect attendance " certificates to pupils ; the require- 
ment of reports from teachers telling the condition of 
their schools ; the beautifying of school buildings and 
grounds; the establishment of school libraries: the 
exhibition of schoolwork at the State Fair; the hold- 
ing of graduating exercises for pupils in the rural 
schools who had completed the common-school course ; 
the adoption of uniform text-books for the county 
schools, and the encouragement ef healthy, inspiring 
school spirit. 

Mr. Van Dorn was born at Buffalo Heart, Sangamon 
Count}', Illinois, March 21, 1864, son of Hezekiah Van 
Dorn, farmer, now deceased. He was educated in the 
public schools, graduated from high school in and 
took a course at a commercial college in Springfield, 
Illinois, and has also done a large amount of private 
stndy. He began teaching at Buffalo Heart in 1890, 
was there one year and went thence to Williamsville, 
Illinois, for four years. His next school was at Wood- 
side, Illinois, where he remained three years. In 1898 
he was nominated for school superintendent of Sanga- 
mon County and was elected, and in 1902 was reelected 
to this position, which he very ably filled. In 1903 he 
was instrumental in organizing the Illinois Association 
of County Superintendents of Schools, was its president 
two years, and has since served on its Executive Com- 
mittee. In 1886 he was married to Miss Mary E. Miller, 
and they have a family of four daughters and a son — 
Inez, Hulah, Vera, Theodore and Imo. 

Mr. Van Dorn is a member of the Illinois State 
Teachers' Association, the Illinois State Teachers' Read- 
ing Circle, the Masonic Order, Modern Woodmen of 
America and the Supreme Court of Honor. He is the 
author of a very practical booklet, entitled " The Reci- 
tation and the Art of Questioning," published Novem- 
ber, 1911. 



707 



Elbert Waller, Ph.B. 



SUPERINTENDENT OF SCHOOLS at Cobden, 
Illinois, has boon actively ongagod in schooKvot-k 
for eighteen years, and diiring that period has be- 
come well known in literary and scholastic circles. He 
was born Augnst J4, 1870, in Jackson Comity, this 
State, son of William and Mary l^Crawshaw') SX'aller, 
both native lUinoisans. the former of whom died in 
iSot, the latter in igoj. in Jackson County. Illinois. 

■Nfr. Waller attended country schools until 1S88. and 
then entered the Southern Illinois State Normal Uni- 
versity, at Carhondale. where he attended four yo^ars 
out of six. teaching in rural schools the other two. and 
was a senior in 1804. He then entered Ewing College 
and remained mitil he was graduated with the Ph.B. 
degree. After a preliminary experience of four years 
as a teacher of a country school in Jackson County. 
Mr. Waller went to Ava, Illinois, and was teacher of 
the grammar department there a year, when he was 
elected principal, serving in that capacity two years. 
Since then he has continuously held superintondencies 
of considerable prominence. His success is marked by 
the fact that he did not change positions often, and 
that every year, except one, he commanded an increased 
salary. He is now superintendent at Cobden. Illinois, 
serving his eighteenth year in public school work. 

Mr. Waller is a fluent speaker and has frequently 
been called upon to address teachers" institutes, etc. 
and is in demand as a cotumencement speaker. He is 
a member of the Southern Illinois Teachers' Associa- 
tion. Illinois Historical Society, the ^Masonic Order, 
Odd Fellows, Modern ^^"oodmcn and the JMissionary 
Baptist Church. He was city attorney of Ava, Illinois, 
two years, at the same time editor of the Ava Adver- 
tiser, and was a volunteer in the Spauish-.-\merican War. 
in 1898. He is the author of two valuable works, viz. : 
"Literary Notes" tiooj") and "Waller's History of 
Illinois," the latter of which is perhaps more generally 
used in the scliools than anv other text on the same 






H.\RM0X E. Waits. 



Elbert ^^",\l.l.ER, Ph.B. 

subject. He is now engaged in preparing a work on 
civics for use in the public schools. 

In 1893 ^ir- ^^ aller was married to Miss Maggie D. 
Clendenin. They have had four children, of whom two, 
Willard W. and Howard Max, survive. 



Harmon E. Waits 

MR. WAITS is widely and most favorably known 
to the school men and women of the Prairie 
State as a thoroughly accomplished and expe- 
rienced educator, as well as one who has done much to 
advance the status of his honored profession. Faith- 
fully and etficiently has he served in his public capacity, 
and he has fully earned the position now so admirably 
rilled by him. 

Mr, Waits was born in Elizabethtown, Indiana, son 
of Reuben and Nancy (.McGannon'l Waits,- the former 
a native of Ohio and now living, the latter a native of 
Indiana, who died August 28. 1S93, in Elizabethtown. 
Indiana. He was educated in elementary schools: the 
high school at Azali.a. Indiana : the Illinois State Nor- 
mal University, from which he graduated in 1898, and 
the University of Illinois. He graduated from the latter 
in 191 1, with the degree of Bachelor of Arts. From 
1893 to 1896 he was principal of schools at Lilly. Illi- 
nois ; from 1896 to 1904 was superintendent of schools 
at West El Paso. Illinois : superintendent at Peters- 
bury, Illinois, from 1904 to 1910, and since then has been 
superintendent of schools at Princeton, Illinois. There 
he has supervision of three schools, twenty-one teachers 
and about 650 pupils. 

Mr. A\"aits is a member of the National Education 
Association, the Illinois State Teachers' Association, 
the Central Illinois Teachers' Association. School- 
masters' Club. Illinois Valley Schoolmasters' Club, the 
Masonic Order. Odd Fellows and the Methodist Epis- 
copal Church. On Augiist o- 1898. he was married to 
Miss Zetta M, Bozarth. and thev have one child. Tuanita. 



/OS 



Ambrose Benson Wight 

PRINCIPAL of the Talcott School, locattd at Lin- 
cohi and Ohio streets, Chicago, has been identilied 
with the pubhc school service for the past fourteen 
years, and has been imiformly successful in all the 
positions that have been occupied by him. He was 
born October 2, 1871, at Marquette, Wisconsin, son of 
Ambrose S. and Elizabeth (Benson) Wight, natives, 
respectively, of Chicago and Pliiladelphia, tlie latter of 
whom deceased at Linden, Michigan, in 1891. He was 
educated in the village school at Bridgman, Michigan ; 
the schools at IMilan and Linden, Michigan ; the xAlma 
(Mich.) Preparatory School; Alma College, from which 
he was graduated in 1895 as a Bachelor of Arts ; the 
Illinois State Normal L'niversity and the University of 
Chicago. From 1896 to 1897 he was principal of the 
high school at Monticello, Illinois ; 1897-98, principal of 
the high school at Nashville, Illinois ; from 1898 to 
1902 was in charge of the Ryerson Branch School ; for 
four years was principal of the Morse School, and is at 
the present time principal of the Talcott School, where 
he has thirty-nine teachers and an enrolment of four- 
teen hundred pupils. 

Mr. Wight has made a specialty of the work for sub- 
normal children, and also the teaching of the industrial 
arts. He is a member of the National Education 
Association, the Chicago Principals' Club, the National 
Union and the Presbyterian Church. He was married 
in 1906 to Miss Alice Shoyer, and they reside in Oak 
Park, Illinois. 

John A. Wadhams 

THE public school system of Illinois has had the 
benefit of the services of the above named gentle- 
man for almost fifty years, and he has given 
valuable aid in promoting the many improvements that 
have been accomplished. 
John A, Wadhams was born November 17, 1845, in 






John .A. Wadhams. 



Ambrose Benson Wight. 

the Township of Bremen, Cook County, Illinois, and is 
a direct lineal descendant of one of the oldest, most 
prominent English families. Wadhams College, at 
Oxford University, Oxford, England, was founded by 
his progenitors in 1620, and the coat of arms of the 
family may be found in any book of heraldry extant. 
His parents, both now deceased, were David Wadhams, 
native of Goshen. Connecticut, who died October 28, 
1858, in Bremen, Illinois, and Rubey (Crandall) Wad- 
hams, whose death took place in Bremen, November i, 
1872. 

After completing the studies ofifered by the country 
school of Bremen, Mr. Wadhams entered the Hillsdale 
College, Hillsdale, Michigan, from which he graduated 
with the degree of Master of Science. He then took a 
course in the Cook County Normal School and grad- 
uated therefrom with the class of June, 1872. 

He began his professional career in a country school 
in Bremen, Illinois, where he taught from October, 1869, 
to June, 1870. From September, 1872, to June, 1876, 
he had a school at Washington Heights, Illinois, from 
September, 1876, to June, 1877, at Desplaines, Illinois ; 
from September, 1877, to January, 1880, at Irving Park, 
Illinois ; from September, 1881, to February, 1882, at 
Washington Heights, Illinois, from Februarj', 1882, to 
September, 1890, was assistant superintendent of schools 
of Cook County, Illinois ; from September, 1890, to 
June, 1904, principal of the Tilton School, Chicago, and 
since September, 1904, to date he has been principal 
of the James Monroe School, corner Schubert and 
Monticello avenues, where he has a staff of thirty-four 
teachers and over fifteen hundred pupils. 

Mr. Wadhams is a member of the National Educa- 
tion Association, the Illinois State Teachers' Associa- 
tion, Illinois State Teachers' Reading Circle, Alpha 
Kappa Phi Fraternity, Royal Arcanum, and the Irving 
Park Reformed Church. He was married ^August II, 
1875, to Aliss Lucinda Morrell, now deceased, and his 
second marriage was January 14, 1907, to Miss Susan 
C. Stevens. They reside at 4008 Lowell avenue, Chicago. 



709 



William Wallis 

MR. WALLIS has had about seventeen years ex- 
perience as a public educator, and his ability is 
well known and fully appreciated. He is a native 
of this State, having been born in Collinsville, June lo, 
1870, son of William Wallis, a native of Ireland, and 
Eva (Hain) Wallis, native of Ohio. The former died 
March 15, 1901, in St. Louis, Missouri, the latter in 
Lebanon, Illinois, March 7, 1902. He was educated in 
the public schools of Centralia, Olney, Carlyle and Ash- 
lej', Illinois, the Southern Illinois Normal School and 
the Ohio Wesleyan University, taking four-year courses 
in the two last named. He graduated from the Normal 
in 1889, and from the University in 1894 with the degree 
of Bachelor of Science. 

Mr. Wallis taught for six months in a school at Her- 
rin, Illinois ; was Latin instructor in Charleston, Illinois, 
one year ; principal of the high school there for seven 
years ; high school principal at Mattoon, Illinois, three 
years ; high school principal at Urbana, Illinois, one 
year, and since 1907 has been principal of the high 
school at Bloomington, Illinois, where he has a staff of 
nineteen teachers and an enrolment of about six hundred 
pupils. 

Mr. Wallis holds membership in the Illinois State 
Teachers' Association, the Central Illinois Teachers' As- 
sociation, a Greek letter fraternity, the Knights of 
Pythias and the Methodist Church. On August 12. 1903. 
he was married to Miss Mary Clark and they reside in 
Bloomington, Illinois. 

Peleg Remington Walker 

THIS gentleman is one of the oldest public school 
officials in Illinois, having been identified with 
this branch of the public service for over half a 
century. He was born July i, 1835, in Brooklyn, Wind- 
ham County, Connecticut, his parents, Albert C. and 





X 



Peleg Remington Walker. 



William Wallis. 

Patience A. E. (Remington) Walker, being descend- 
ants of the founders of Rhode Island. 

In early youth Mr. Walker attended a district school 
and later West Killingly Academy, Connecticut, where 
he was preparing for college, when a severe affliction 
of the ej'CS, continuing two 3'ears, compelled him to 
relinquish his plans. At this time the family moved to 
Illinois. Later he entered the Normal University at 
Bloomington, Illinois, from which he was graduated 
July 3, 1861. In 1862 he enlisted in Company K, 
Ninety-second Regiment Illinois Volunteer Infantry. 
In a few months he received a commission as lieuten- 
ant, and from June, 1864, to May, 1865, was in com- 
mand of his company. He was in the " Army of the 
Cumberland," in Wilder's brigade of mounted infantry, 
in the battles of Chickamauga and Mission Ridge. In 
April, 1864, his regiment was attached to General 
Kilpatrick's division of cavalrj-, and had a prominent 
part in the advance on Atlanta and with Sherman on 
his " March to the Sea," and later through the Caro- 
linas. He was mustered out June, 1865, in Concord, 
North Carolina. He is a member of the Grand Army 
of the Republic and the Loyal Legion. 

Mr. Walker was chairman of the Educational Com- 
mittee on Normal Schools for six years, when the last 
Normal school bills were being urged for legislation. 
As a teacher he began in district schools in Hampton 
and South Killingly, Connecticut; later in Lindenwood 
and Byron, Illinois. He was principal of the Creston 
school for eight years ; Rochelle, twelve years, and has 
been superintendent of the Rockford schools twentj'-six 
years, where he is at present. 

Mr. Walker is an active member of the National 
Education Association. He has been president of the 
State Teachers' Association, the Northern Principals' 
Association, and is now president of the State Board 
of Education, of which he has been a member twenty- 
seven j'ears. 

On August 16, 1865, he married Miss Martha E. 
Webb, of LeRay, New York. They have a daughter, 
Miss Frances E. Walker. 



710 



Robert I. White 

THE cause of education has an ardent exponent 
in the efficient superintendent of schools at Elgin, 
Illinois. Mr. White was born June 22, 1874, 
at Lowell, Michigan. His parents, Frank N. and 
Emma A. White, also natives of Michigan, are both 
still living. He first studied in the public schools of 
his birthplace, and then attended, successively, the 
Albion College Preparatory School, Northern Ohio 
Universitjf, Albion College and the University of 
Michigan. He received the degree of Bachelor of 
Science from the Northern Ohio University in 1S96, 
and the degree of Bachelor of Arts from Albion Col- 
lege, Albion, Jilichigan, in 1902. Through post-grad- 
uate work he earned the degree of Master of Arts 
from the University of Michigan in 1903. He first 
taught in rural schools in Lowell, Michigan, two years ; 
was principal of the Ward School, Lowell, Michigan, 
one year; was superintendent at Grandville, Michigan, 
four vears ; county examiner of schools, Kent County, 
Michigan, two years ; superintendent of schools, Caro, 
Michigan, two years; superintendent of schools, Cold- 
water, Michigan, two years, and is now in his fourth 
year as superintendent of schools at Elgin, 111. There 
he has charge of twelve elementary schools, one high 
school, 136 teachers. 

Mr. White is a member of the National Education 
Association, the Northern Illinois Teachers' Associa- 
tion, Illinois State Teachers' Association, Illinois Sup- 
erintendents' Round Table, Illinois Superintendents' 
Association, college and alumni associations, Sigma 
Nu fraternity of Albion College, the Masonic Order, 
Mystic Workers. Woodmen of the World and the First 
Methodist Episcopal Church, Elgin, Illinois. In 1896 
Mr. White was married to Miss Fannie A. Goodenow, 
of White Pigeon, Michigan. Mrs. White is the daugh- 
ter of I. J. and Alice Goodenow, now of Detroit, Mich- 
igan. Mr. and Mrs. White have three children — Alice 
Irene, Robert I., Jr., and Nada Loraine. 





James E. Wooters. 



Robert I. White. 



James E. Wooters 

THE ample e.xperience of this gentleman as a teacher 
has made his services as a public educator most 
valuable and in uninterrupted demand. In every 
position to which he has been called he has most fully 
demonstrated his ability and peculiar fitness for the 
position to which he is "devoting his life energies. 

Mr. Wooters was born May 28, 1861, in Marion 
County, Illinois, son of E. T. and Julia F. Wooters. 
His father, a native of North Carolina, deceased Octo- 
ber 22, 1899, and his mother, a native of Ohio, died 
December 12, 1903, both at Odin, Illinois. The sound 
education he possesses was acquired through studies 
ni the school at Odin, Illinois; in the country schools; 
the Centralia High School, from which he received a 
diploma; McKendree College; the National Normal 
School, Lebanon, Ohio; the University of Chicago; 
the University of Illinois and Blackburn College, grad- 
uating from the latter in 1908 with the degree of Bache- 
lor of Philosophy. In his professional career he taught 
for three years in country schools ; the seventh grade, 
Monticello, Illinois, two years; was principal at Cerro 
Gordo, Illinois, two years; superintendent at DuQuoin, 
Illinois, eight years; superintendent at Litchfield, Illi- 
nois, three years; superintendent at Carlinville, Illi- 
nois, ten years, and for the past two years has been 
principal of the Township High School, at Taylorville 
Illinois, where he has a stafif of ten teachers and aii 
enrolment of 241 pupils. 

Mr. Wooters is a member of the National Educa- 
tion Association, the Illinois State Teachers' Associa- 
tion, the Central Illinois Teachers' Association, the 
Schoolmasters' Club, the Central Association of Science 
Teachers, the Masonic Order, Blue Lodge ; the Knights 
lemplar and the Order of the Eastern Star. On 
October 3, 1888, he was married to Miss Laura E 
JNIagness, and they have two sons, Leland M. and Nor- 
man E. Wooters. 



711 



Arba N. Waterman 

THIS veteran educationalist, publicist, soldier and 
patriotic citizen, now as Dr. Oliver Wendell 
Holmes would remark. " seventy-four years 
young." was born February 5. 1836. in Greensboro, Ver- 
mont. His parents were Loring F. Waterman and Mary 
(Stevens) Waterman, both natives of Vermont, and 
now deceased, the former having died in 185S. the lat- 
ter in 1836. fifteen days after our subject's birth. He 
was educated in district and private schools; Johnson, 
Peacham and !Montpelier Academies and Norwich (Vt.) 
University, from which he graduated with the degree 
of Bachelor of Arts in 1S56. He was a student in the 
Albany Law School in 1860-61. and in the latter year 
was admitted to the Bar by the Supreme Court of 
New York. During the Civil War he served as Lieu- 
tenant-Colonel of the One Hundredth Regiment. Illinois 
Volunteers, and in the battle of C'.iickamauga was 
wounded and his horse killed under him. From 1S87 
to 1903, after years of law practice in Chicago, he 
served as judge of the Circuit Court of Cook County, 
Illinois, and was also assigned judge of the Appellate 
Court, First District of Illinois, In 1892 he received 
the honorary degree of LL.D. from the Lhiiversit\' of 
Vermont, and since the latter year has been Dean of 
jNIarshall Law School. He is also a member of the 
Chicago Library Board, and has office headquarters at 
No. 734 First National Bank building. Chicago. 

Judge Waterman is the author of " A Century of 
Caste " and " A Consideration of the Influences That 
Have Made Chicago and the Prospect as to Its Future." 
He is a member of the Hamilton. Irving and Literary 
Clubs, the Loyal Legion and the Grand Army of the 
Republic, and as a public-spirited citizen commands the 
esteem of the entire connnunity. 




Arba N. Waterman. 




Harry Bruce \\'ilson. 



Harry Bruce Wilson 

SUPERINTENDENT of public schools in Decatur, 
Macon County, Illinois, and one of the most highly 
respected official instructors in his section, was born 
in Frankfort, Clinton Countj-, Indiana, and is a son of 
E. B. and Mary E. Wilson, both natives of Indiana. 
The father died at Frankfort in 1897, his widow still 
surviving and being a resident of that place. 

Harry B. Wilson received his primary mental train- 
ing in the common schools of Clinton County. Indiana, 
after which he successively attended the Indiana State 
Normal School, graduating with the class of 1895. 
Indiana University and Columbia both granted him 
degrees ; from the former he received the degree of 
A.B.. in 1905 ; from the latter J\I.A., 1910. 

Beginning his work as a teacher in the district schools 
of Clinton County, Indiana, in 1891, and continuing 
tlnis during the following two years, Air. Wilson next 
became principal of the Salem (Indiana') High School, 
and remained there from 1895 to 1897. at which time 
he was made superintendent of the Salem public 
schools, serving tims until 1902. On relinquishing that 
position he became superintendent of the public schools 
in Franklin. Indiana, holding this office until 1907, when 
he assumed his present duties in Decatur. 

Mr. Wilson is a member of the National Education 
Association, Illinois State Teacliers' Association, Cen- 
tral Illinois Teachers' Association, National Society for 
the Study of Education, Society for the Promotion of 
Industrial Education. He is connected fraternally with 
the Decatur Club and the iNIasonic Order. He. has held 
the presidency of the Town and City Superintendents' 
Association of Indiana, and was chairman of the Execu- 
tive Committee, Central Illinois Teachers' Association. 

On June 16, 1S96, JNIr. Wilson was married to ]Maude 
Barnes, and the}' have two children — Dean Bruce and 
Harriet i\Iaude. The family are members of the iMetho- 
dist Church. 



712 



Harriet N. Winchell 

THIS lady has achieved an enviable record and 
reputation as an expert, competent member of the 
public school teaching- fraternity, and her long suc- 
cess shows in unmistakable terms that her selection 
of a vocation was a most felicitous one. She has ever 
been a faithful student, and her artistic and literary 
inclinations have had marked effect upon her colleagues 
and pupils. She is well known as a pioneer worker in 
manual training and domestic science. 

Miss Winchell is a native Illinoisan, having been born 
in Northtield, Cook County, July 28. 1S45, daughter of 
Milo Winchell, native of New York State, who de- 
ceased September 2~, 1879, and ^Margaret (Edwards) 
Winchell, of Philadelphia, whose demise occurred Jan- 
uarj' 9, 1892. Her early education was received in a 
district school at Northfield, Illinois, and the Washing- 
ton School, Chicago, from which she went to the Chi- 
cago Normal School, graduating in 1864. She first 
taught in the Newberry School, ne.xt in the Washington 
School, and in 1867 went to the Elizabeth Street School, 
becoming its principal in 1869, and this position she 
has ever since retained, though the school's Jiame has 
since changed to its present title. She has a corps of 
twenty-two teachers, over one thousand pupils, and 
every department is in an admirable state of efficiency. 

Miss Winchell is a member of the National Educa- 
tion Association, President of the Ella F. Young 
Club, Vice-President the Chicago Principals' Associa- 
tion and the Chicago Normal Alumni Association, 
Chainuan of the Educational Department of the West 
End Women's Club at the time of its organization, and 
her place of worship is the American Reformed Church, 
Norwood Park, her residence in the park being at 133 
East Circle Avenue. 




H.\RRiETT N. Winchell. 



Horatio L. Wait 




HoR.-\Tio L. Wait. 



IT is a high honor to be appointed a member of the 
Library Board of Chicago, and that body is com- 
posed of prominent representative citizens, having 
at heart the best interests of the community. One to 
receive this honor within the past year is Horatio 
Loomis Wait, who has had a long and most creditable 
career in public affairs. 

Mr. Wait was born August 8, 1836, in New York city, 
son of Joseph and Harriet Heileman (Whitney) Wait, 
both natives of Vermont, and now deceased, the former 
having died in New York in 1872, the latter in Chicago 
in 1877. He was educated in Trinity School and Colum- 
bia Grammar School, New York ; went to Chicago in 
1856, and taught for eight years in the Chicago Law 
School. He was admitted to the Bar in 1870 and 
served as IMaster in Chancery of the Circuit Court 
of Cook County, Illinois. He was given the honorary 
degree of LL.D. by the Chicago Law School. 

At the outbreak of the Civil War in 1861 :Mr. Wait 
enlisted in Company D, Sixtieth Illinois Infantry, but 
later became paj-master with rank of Master- in the 
United States navy. He served under Admirals Farra- 
gut and Dupont in blockading Savannah, Pensacola and 
Mobile, and Admiral Dahlgren's flagship at the bom- 
bardment of Fort Sumter and the siege of Charleston; 
on the L^nited States steamship Ino, after the war, in 
the European squadron ; he was promoted to paymaster 
with rank of lieutenant-commander in 1865, and per- 
fonued various duties up to 1S70, when he resigned. 
He is Dean of the Chicago Law School, a member of 
the Illinois State Bar Association, the Chicago Literary 
Club and St. Paul's Episcopal Church, Chicago. ]Mr. 
Wait assisted in the organization of the Illinois Naval 
Reserves in 1S93, was one of the founders of the Char- 
ity Organization Society, and for a number of years 
was superintendent of the Tyng JNIission Sunday-school. 



713 



Arthur Warren Willis 

THE status of the schools of Galesburg, Illinois, is 
on a plane equal to that of any other city in the 
State, a high degree of excellence being maintained 
in all the various grades and departments. Among the 
talented pedagogues in control there is Arthur Warren 
Willis, principal of the Galesburg High School, a posi- 
tion his experience, training and natural ability emi- 
nently qualify him to till in the most efficient and sat- 
isfactory manner. 

Mr. Willis is a native of this State, having been born 
in WoodhuU, Illinois, November 19, 1874, son of Josiah 
Warren Willis, a native of Rochester, New York, and 
Frances (Camp) Willis, native of Springfield, Illinois. 
The latter is still living, while the former is deceased, 
his death occurring on December 18, 1903, in Galesburg. 

Mr. Willis was educated in the common schools, the 
high school at Woodhull, Illinois, from vvfhich he grad- 
uated in 1890, and in Kno.x Academy and Knox Col- 
lege, graduating from the latter in 1900 with the degree 
of Bachelor of Arts. 

From 1901 to 1904 he taught in the high school at 
Argenta, Illinois ; from 1904 to 1906. in the high school 
at Oneida, Illinois ; from 1906 to 1909, in the high school 
at Galesburg, Illinois, and since the latter year he has 
been principal of the Galesburg High School, in which 
capacity he has supervision over thirty teachers and "JTJ 
pupils. He exercises discipline of the most advanta- 
geous character, and his management of affairs has ever 
been marked with ability and efficiency. 

Mr. Willis is a member of the Illinois State Teachers' 
Association, the Central Illinois Teachers' Association, 
the Illinois Schoolmasters' Cub, the Knights of Pythias 
and the Presbyterian Church. On June 30, 1908, he was 
married to Miss G. Monica Olsen, and they have a 
daughter, Marian Elizabeth Willis. Their home is at 
564 North Seminary street, Galesburg. 




Arthur Warren Willis. 




Eugene Alonzo Wilson. 



Eugene Alonzo Wilson 

SUPERINTENDENT OF SCHOOLS at Berwyn, 
Illinois, has long been engaged in educational work, 
and is known as a most proficient disciplinarian and 
instructor. He follows closely all advances made along 
educational lines, and adopts all methods that appear 
to him feasible and likely to produce beneficial results. 

Eugene Alonzo Wilson was born at Ridgeway, Mich- 
igan, son of William R. and Mary A. Wilson, the for- 
mer a native of New York, who deceased February 9, 
1903 ; the latter a native of Sidney, Maine, and still 
living. He was educated in the district school of his 
birthplace ; the high school at Tecumseh, Michigan, 
from which he graduated ; also the State Normal Col- 
lege, at Ypsilanti, Michigan, graduating therefrom in 
1899 with the degree of M. Pd. ; and the University of 
Chicago, from which he graduated in igo6 with the 
degree of Master of Arts. He first taught school at 
Mount Pleasant, Michigan ; next at Tecumseh, Mich- 
igan ; then, successively, at Vassar, Michigan, Paw 
Paw, Michigan, and Benton Harbor, Michigan ; he 
then assumed his present position as superintendent at 
Berwyn, Illinois, where he has thirty-five assistants and 
about a thousand pupils. 

Mr. Wilson is an ex-member of the Michigan State 
Teachers' Association, was Commissioner of Schools in 
Lenawee County, Michigan, and a member of the State 
Board of Education, Michigan, from 1892 to 1898, and 
he is now an active member of the National Education 
Association, the Cook Count}' Teachers' Association, 
the Chapter, Commandery and Shrine of the Masonic 
Order, and of the Methodist Episcopal Church. He 
was married in 1882 to Miss Kittie G. Fessenden, and 
they have two children, Harriet Mar}' and William Fes- 
senden Wilson. 



714 



William W. Woodbury 

FOR about a third of a century the pubhc school serv- 
ice has had the benefit of Jilr. Woodbury's talents. 
During that period of public duty the splendid work 
performed by him has been most beneficial for the uplift 
of popular education. 

William W. Woodbury was born in La Salle County, 
Illinois, his parents being John H. and Laura A. Wood- 
bury, natives, respectively, of New York and Pennsyl- 
vania, the former of whom is still living at Shabbona, 
this State, while the latter has been deceased since 1891. 
His education was acquired in the public schools of Illi- 
nois, the Teachers' Institute and Classical Seminary, at 
Paw Paw, Illinois, and in special work at the University 
of Wisconsin and the University of Chicago. I\Ir. Wood- 
bury taught for ten years in district schools, and for the 
past twentj'-three years has been stationed at Sandwich, 
Illinois, where for the first six years he was principal 
of the grammar school, and for the last seventeen years 
has been superintendent of schools. He has a staff of 
fifteen assistants, an enrolment of five hundred pupils, 
and he commands the confidence and esteem of both his 
colleagues and students. 

Mr. Woodbury is a member of the Northern Illinois 
Teachers' Association, secretary of the Sandwich Board 
of Education and a member of the Presbyterian Church, 
where he holds the position of Ruling Elder. He was 
married June 26, 1895, to Miss Nellie G. Forsyth, and 
they have two sons, Kenneth F. and G. Coleman Wood- 
bury, and a daughter, Bernice Marjorie Woodbury. 

Phineas Lawrence Windsor 

THE library and library school of the University of 
Illinois, at LTrbana, is recognized as being one of 
the best of the kind in the United States, and 
has as its librarian and director Phineas Lawrence 
Windsor, an authority in bibliographical science. This 
library school has four instructors and about forty stu- 
dents, and nearh' all of its four hundred former stu- 
dents are now working in American libraries. It is a 
professional school on a graduate basis, a college degree 
being required for entrance. The library numbers two 
hundred thousand volumes, selected to aid the work of 
the university. The librarian, Mr. Windsor, is a native 
of this State, having been born February 21, 1871, in 
Chenoa, Illinois, son of Rev. John A. Windsor, a native 
of Maryland, now living, and Amy (Arnold) Windsor, 
native of Ohio, who died in 1871. 

Mr. Windsor prepared for college in a public school 
in Sparland. Illinois, and in the Academy of the North- 
western University, in Evanston, Illinois. He entered 
the College of Liberal Arts, Northwestern University, 
in September, 1891, and graduated therefrom in 1895 
with the degree of Bachelor of Philosophy. He also 
studied for two years in the New York State Library 
School at Albany, New York, and one year in the 
Albany Law School. He was assistant in the New York 
State Library for a year, was an assistant in the Copy- 
right office. Library of Congress, Washington, D. C, for 
three years ; librarian of the University of Texas, Aus- 
tin. Texas, for six years ; and for the past two years has 
been librarian and director of the library school, Uni- 
versity of Illinois. 

Mr. Windsor has officiated as editor of the " Hand- 
book of Texas Libraries," is one of the editors of the 
" Manual of American Library Economy," and has also 
been a contributor to library periodicals. He is a mem- 
ber of the Council of the American Library Association, 
the Bibliographical Society of America, the Delta Tau 
Delta fraternity, the University Club of Urbana, the 
Methodist Episcopal Church, and is chairman (1911) of 
the professional training section, American Library As- 
sociation. On January I, 1902, he was married to Miss 
Margaret Fursman Boynton, of Lockport, New York, 
and they have three children, Margaret, Mary Frances 
and Elizabeth Arnold Windsor. 




William W. Woodbury. 



Harvey T. White 

GREENE COUNTY possesses many of the best- 
trained and best-equipped educators in the State 
of Illinois, and to this is due the high status of 
the schools in operation in that county. Roodhouse 
presents its able representative in ^Ir. Harvey T. White, 
superintendent of schools, who is an instructor of sound 
experience and tried capacity, one who maintains the 
departments under his charge at the highest state of 
efficiency and usefulness. 

Mr. White is a native of Illinois, having been born 
at CarroUton, March 25, 1869. His father, J. C. White, 
a native of Oneida Count\% New York, died at Carroll- 
ton, August S. 1898; his widow, Mary Agnes (Trimble) 
White, born in Greene County. Illinois, resides at Car- 
roUton. After passing through all the elementary grades 
Mr. White attended the high school at CarroUton four 
years and graduated in 1887. In 1890-91 and the sum- 
mer term of 1891 he studied at the Illinois State Normal 
University high school at Normal, Illinois. As teacher, 
his experience covers three years in rural schools in 
Green County, Illinois ; five years as principal of the 
high school at Roodhouse, Illinois, and eleven years as 
superintendent of city schools at Roodhouse, his pres- 
ent position, in which he has charge of two school 
buildings, thirteen teachers and about five hundred 
pupils. He also served as county superintendent of 
schools of Greene County from 1894 to 1898. 

Mr. White is a member of the Illinois State Teach- 
ers' Association, Illinois State Teachers' Reading Circle. 
Greene County Teachers' Association, Four-County 
Teachers' Association (Pike, Scott, Morgan and 
Greene) and is a member of the Baptist Church. De- 
cember 24, 1901 he was married to Miss Annie Smith, 
of CarroUton, Illinois, and they have three children, 
Orville, Lester and Gratia. 



715 



Minnie Mallory Wrisley 

FOR more than a quarter century a conspicuous 
position in tlie educational world lias been held by 
the subject of this sketch, whose scholastic worth 
and executive ability have long been recognized by her 
colleagues and the public. 

Mrs. Wrisley was born April 22. 1858. in Canton, 
New York, her parents being Ransom Collins JNIallory 
and Welthy Jane (HilH Mallory, both natives of Can- 
ada. The former died in Alinneapolis, Minnesota, in 
1897, the latter in Canton, New York, in 1885. ^[rs. 
Wrisley is the possessor of a superior education, which 
was obtained in the public schools of Canton, New 
York, Canton Academy, the high school at Hermon, 
New York, from which she graduated in 1875, and thi: 
Potsdam Normal School, Potsdam, New York, gradu- 
ating from the latter in 18S2. Under private tutorship 
she has also done much work toward securing a col- 
lege degree. 

Mrs. Wrisley taught in the schools of St. Lawrence 
County, New York, western Massachusetts and Alinne- 
apolis, Minnesota. Going to Chicago in 1892 she began 
work there in the Louis Nettlehorst School, was made 
head assistant in the Thomas School in 1897, head 
assistant in the Wells School in 1906, and since October, 
1910, has been principal of the Hancock School, located 
at Princeton avenue and Swann street, where she has 
eleven teachers and about four hundred and fifty pupils. 
Her methods are progressive, and such as to promote 
the best interests of the pupils under her management, 
whose confidence and respect she is given in the fullest 
degree, and her standing in educational circles is of 
the highest, most commendable character. 

In 1885 Mrs. Wrisley was married to Henry W. 
Haile, who died in the same y.ear, and in 1889 to Arial 
W. Wrisley, deceased in igog. She now resides at 
3753 Maple Square avenue, Chicago. 

Isaac H. Yoder 

TO the veterans in the public school service in Illi- 
nois who have given such unselfish devotion to their 
self-imposed task of educating the youth of this 
State, too much credit can not be given. When they 
entered the field conditions were somewhat crude and in 
vast contradistinction to conditions that exist to-day. To 
them all praise ! Among these educational field veterans 
the name of Isaac H. Yoder fs prominent and his work 
has deservedly gained appreciation. His reputation is 
secure, as it was won through earnest effort and with a 
full knowledge of the difficulty of his task. 

Isaac H. Yoder was born Alay 6, 1852, in McLean 
County. Illinois, son of Elias and Lydia (Plank") Yoder, 
both natives of Pennsylvania, the former of whom de- 
ceased January 22. 1875. the latter in February, 1858. in 
McLean County, Illinois. He attended country schools 
up to the age of eighteen, entered the Illinois State Nor- 
mal University in 1870. from which he finally graduated 
in 1885, and during the interim taught school in order 
to pay his expenses. Post-graduate work and constant 
private study have added greatly to his store of knowl- 
edge, and in his special studies — history and the Eng- 
lish language — he is an acknowledged adept. 

Mr. Yoder first taught in country schools for seven- 
teen years ; was principal at Chenoa. Illinois, for two 
years ; principal at Piper City. Illinois, three years ; 
principal at Loda. Illinois, three years : principal at Wel- 
lington, Illinois, four years ; principal at Carlock, Illi- 
nois, three years; principal at Ellsworth, Illinois, one 
year, and for over two years has been superintendent at 
^IcLean. Illinois. 

Mr. Yoder is a member of the Illinois State Teachers' 
Reading Circle, the Central Illinois Teachers' Associa- 
tion, the Alodern Woodmen and the Cliristian Church. 
On April 8. 1875, he was married to Miss Anna ^Ic- 
Gavack, and they have six children — Tov O., Fuller, 
Carl H., Ralph, Mary A. and Lee O. 




L.\wsoN Gr.-\nt Yenerich. 

Mrs. Yoder was a teacher at the time of their mar- 
riage. Of their children, three have followed in the 
footsteps of their parents, having taught for a niunber of 
vears. 



M' 



Lawson Grant Yenerich 

R. YENERICH, as his name would indicate, is 
of German descent, his father having been born 
in the Fatherland, whence h.e came to this coun- 
try, and in Illinois met his future wife, her birthplace 
having been here, and, in the State of the father's 
adoption, J. G. Yenerich and Margaret Kraemer, also 
of German descent, were married, both of them still 
living. 

The subject of this sketch was born in Mendota, 
Illinois, July 27. 1875, and received his primary educa- 
tion in the schools of Lee and La Salle counties, and 
went from the rural schools to Dixon College, from 
which he was graduated in 1900 with the degree of 
Bachelor of Science, then entered the University of Chi- 
cago, and was graduated therefrom in 1904 with A.B. 
attached to his name. 

He did half a year's post-graduate work at the Uni- 
versity of Chicago, and then began teaching in the 
rural schools of La Salle County, his work there being 
in 180S and 1800. and then he taught in the rural schools 
of Lee County in 1899. 1900 and looi. He then became 
principal of ^^'ashington School, Centralia. Illinois, 
being engaged there from 1904 to 1906. in whicli latter 
year he changed his field of work to the Lincoln School, 
at Ottawa, in which he has been principal ever since, 
with fifteen teachers and 650 pupils in his care. 

He is a member of the Illinois State Teachers' Asso- 
ciation, the Illinois State Teachers' Reading Circle and 
the Northern Illinois Teachers' Association, and belongs 
to the ^lasonic Order. 

He married Miss Clara Dittmar in 1905, and they 
have one child — Muriel Imogene Yenerich. 



716 



Henry Charles Zeis 

MR. ZEIS is American born, as were his father 
and mother before him ; and Illinois was the 
birthplace of the younger Zeis, Waterloo having 
been the scene of his first appearance on earth, and 
July 24, 1S85, the date of his birth ; his father's name 
having been Lorenz Zeis, and his mother's, Catherin. 

Young Zeis began his education in the Martini Dis- 
trict School, in iMonroe County, Illinois, following it 
up in the Waterloo High School. After leaving high 
school he taught in the Schroeder School, District No. 
7, Monroe County, Illinois, for five years, when he 
entered the Illinois State Normal University, from 
which he graduated in 1910. xA.fter a post-graduate 
course in the university, he took up teaching as a pro- 
fession and -was stationed at Highland, Illinois, where 
he is teaching at present, being principal of the high 
school there, with three teachers and fort}- pupils under 
his jurisdiction. 

Air. Zeis is a member of the Madison Count}' Teach- 
ers' Association, and is a communicant in the Roman 
Catholic Church. His special branches of study, in 
which he is very proficient, are mathematics and Ger- 
man. 



Jaroslav J. Zmrhal 

PRINCIPAL of the Davis School, Chicago, though 
one of the younger of those holding this position, 
is one of the most accomplished and progressive 
educators and enjoys a high degree of popularity. He 
was born in Czaslau, Bohemia, August 29, 1878, son of 
Aloisius and Marie Zmrhal, both native Bohemians, the 
former of whom died September 27, 1901, and is sur- 
vived by his widow. He received his early education 





J.\ROSL.\v J. Zmrhal. 



Henry Charles Zeis, 



in the grammar schools of his birthplace, of which he 
is a graduate ; Lake High School, Chicago, from which 
he graduated in 1896 ; the University of Illinois and 
L'niversity of Chicago, graduating from the latter in 
1905 with the degree of Ph.B. He also took a course 
in the Chicago Normal School, under Col. Francis 
Parker, and graduated therefrom in 1899. 

Mr. Zmrhal first taught in the Farragut School, Chi- 
cago. In 1905 he was elected principal of the Edgar 
Allen Poe School, and went thence to his present posi- 
tion as principal of the Davis School, where he has 
thirteen teachers and over six hundred pupils. 

Mr. Zmrhal has written many poems and special arti- 
cles for newspapers and magazines. He is also a settle- 
ment worker and lecturer for the Chicago Daily A^nvs 
and the Society of Colonial Dames of Chicago. In 
November, 1902, he was married to Miss Agnes Palma, 
and they have two children — Jaroslav Daniel and Vera 
Zmrhal. 

At present Mr. Zmrhal is working in the LTniversity 
for the degree of Ph.D.. his major being literature. He 
is also busy translating some of the masterpieces of 
Bohemian literature into English, and preparing a vol- 
ume of Bohemian verses and stories for children. These 
productions, according to continental critics, are unsur- 
passed. Work by Zeyer, the Bohemian de Maupassant, 
will appear first. Zeyer's works have been translated 
into French and German, and the English-speaking pub- 
lic will have the good fortune of becoming acquainted 
with this unique master. 

Mr. Zmrhal has been active in civic affairs, is one of 
the leaders of his people in Chicago, and has done 
much toward uplifting the political status of the city. 
He has addressed audiences as large as eight thousand 
people, and his speeches have been printed verbatim 
in all Bohemian daily papers. He is a young man of 
great promise and the public is certain to hear more 
of him. 



717 



Arvid P. Zetterberg 

AMONG the younger generation of instructors en- 
gaged in the public school service of the Prairie 
State, an honored position is occupied by JNIr. 
Zetterberg, the efficient and highly popular superintend- 
ent of schools at Avon, Illinois. He is an excellent 
scholar, and through constant study is steadily increas- 
ing his store of knowledge and, consequently, his use- 
fulness. 

Arvid P. Zetterberg was born August 21, 1882, in 
Galesburg. Illinois, son of P. and Hannah Zetterberg, 
natives of Sweden, the former of whom deceased in 
Atlantic, Iowa, in 1000, while the latter is still living, 
and resides in Galesburg. He was educated in the ele- 
mentary and secondary schools of his birthplace, also 
the Galesburg High School, from which he was grad- 
uated with honor in 1900, and he also took a course 
in Knox College, graduating w-ith honors therefrom in 
1905 with the degree of Bachelor of Arts. Later he 
performed post-graduate work in the same institution. 
From September, 1905, to June, 1910, i\Ir. Zetterberg 
was a member of the faculty of the Galesburg High 
School, and since September, 1910', has been superin- 
tendent of the graded and high schools of Avon, Illi- 
nois, where he has eight teachers and 175 pupils. He 
is a member of the Illinois State Teachers' Associa- 
tion, the Illinois Schoolmasters' Club, the Fulton County 
Schoolmasters' Club and Teachers' Association and the 
Congregational Church, In literary work he officiated 
as editor of the Kno.r College Aiiiuta!. was associate 
editor of the College Jl'eehly, took part in public speak- 
ing and debate and was supervisor of the Galesburg 
high school annuals and weekly, and coached the debat- 
ing teams of the school without a defeat. In these 
different positions he has performed much creditable 
work. 




Arvid P. Zetterberg. 




ToHN K.\v St.\bi.eton. 



John Kay Stableton 

MR. STABLETON has made an honorable, most 
creditable record in the public school service of 
this State and he is held in deserved esteem in 
scholastic circles. He is well known as the author of 
the " Diary of a Western Schoolmaster," and has con- 
tributed numerous valuable and interesting articles to 
educational journals. 

John Kay Stableton was born January 14, 1S58, in 
Manchester, Ohio, son of David W. and iNIary D. Stable- 
ton, natives, respectively, of Georgetown and jManches- 
ter, Ohio. Both are deceased, the former having died 
!May 18, 1877, the latter September 3, 1904, in JNIanches- 
ter, Ohio. He was educated in the public schools of 
^lanchester and the Ohio Wesleyan University, gradu- 
ating from the latter in 1882 with the degree of Bachelor 
of Science, and in 1886 received the degree of blaster 
of Arts from that institution. Later he performed post- 
graduate work in Harvard College. 

Mr, Stableton was principal of schools in Aberdeen, 
Ohio, one year : principal in Central City, Nebraska, 
two years ; professor of mathematics in Central College, 
Nebraska, four years: school superintendent at Charles- 
ton, Illinois, three years, and for the past ten years 
has been superintendent of schools at Bloomington. He 
has under his supervision eleven schools, one hundred 
and twelve teachers and four thousand pupils, and 
through his management the schools have attained a 
high standard of excellence. 

^Ir. Stableton is a member of the National Educa- 
tion Association, the Illinois State Teachers' Associa- 
tion, Illinois Schoolmasters' Club and the Methodist 
Episcopal Church, and he resides at ill East Locust 
street, Bloomington, 



718 



James Herman Yarbrough 

SCHOOL SUPERINTENDENT at O'Fallon, Illi- 
nois, an excellent scholar and a thoroughly capable, 
experienced educator, was born August 6, 1S73, in 
Dixon, Webster County, Kentucky, son of D. C. and 
!Mary Susan Yarbrough, both natives of North Carolina, 
the former still living, while the latter deceased at 
Dixon, Kentucky-, August .15, 1881. He studied in the 
common schools; the Poseyville (Ind.) High School; 
the !Madisonville (Ky.) Classical Institute; Kentucky 
University, and the Southern Normal School (now the 
Western Kentucky State Normal), from which he 
graduated in July, 1906, with the degree of Bachelor of 
Science. Before going to his present position, ,Mr. 
Yarbrough taught in schools at Nebo, De Koven and 
Grove Center, all in Kentucky. In his present incum- 
benc}^ he has a staff of eleven assistants, about six 
hundred pupils, and excellently equipped schools, where 
the best of discipline is maintained. 

Mr. Yarbrough was formerly a member of the County 
Teachers' Examining Board, Union County, Kentucky, 
also was chairman of the County Educational Committee 
of the Young Glen's Christian Association. He is a 
member of the Illinois State Teachers' Association, the 
Kentucky State Teachers' Association, the Masonic 
Order and the Church of the Disciples. December 25, 
1901, he was married to Miss Cordelia Lee Greer, and 
they have five children, Edward Matthew, Mary Hum- 
phrej', James Greer, Ruth and Esther, the latter twins. 




James Herman Yarbrough. 



719 



The McCormick School 

THE McCormick School, located at Twenty-seventh 
street and Sawyer avenue, Chicago, Illinois, rep- 
resents one of the newer types of school building. 
It was erected during 1904 and 1905 at a cost approxi- 
mately $200,000 and was first occupied May 6. 1906. 



grew so rapidly that the number of pupils increased to 
1.450 and the number of teachers to 34. 

In the fall of 1910 the opening of the Gary School 
reduced the number of pupils to 1.200 and teachers 
to 28. 

In 1909 a municipal playground was added at a cost 
of over $13,000 — $5,000 of which was a gift of the 




The IMcCoRMicK School. 



It contains twenty-six classrooms, besides commodious 
assembly hall on the ground floor, with gymnasium and 
special rooms for manual training, Sloyd and domestic 



^IcCormick family. A gift of $500 a year for a term 
of five years was made in the spring of 1910 by these 
"friends of the school, for the purpose of furnishing room 




JM.-\NU.\L-TR.\1NIXG RoOH, jNIcCoR.MICK SCHOOL. 



science. The school building is named after the famous 
inventor of the reaper — Cyrus H. McCormick — and 
for this reason the school is of special interest to the 
McCormick family. At the organization of the school 
there were 26 rooms of more than 1,200 pupils, provided 
with 28 teachers. During the first three vears the school 



libraries to the school, and pictures and statuary for the 
corridors, and classrooms. 

A vacation school was also organized in the summer 
of 190P which has an enrolment of over seven hundred 
pupils, each summer, with some fifteen teachers provided 
bv the Board of Education of Chicago. 



720 



Danville Public Library 

DANVILLE can well boast of having one of the 
best-equipped and well-managed libraries in the 
United States for a city of its size. A comparison 
with libraries of other cities of even larger population 
is decidedly in its favor. This library has been a boon 
to Danville and its benefits have been wide and far- 
reaching. 

The first meeting to organize a free public library for 
Danville was held July 21, 1862, at the call of L. 1'. 
Dickason, then mayor. The officers chosen were W. C. 
McReynolds, president ; J. G. English, vice-president ; 
H. A. Coffeen, secretary, and among the board of di- 
rectors were Dr. Wheeler Jones, Father P. J. O'Reilly, 
John C. Black, W. R. Jewell, William P. Cannon and 
the Rev, Charles H. Little. The library was first located 
in the McDonald building. West Main street. Previous 
to this existed the Culbertson Library, originating in a 
bequest made by the Rev. James Culbertson, a Presby- 



thousand volumes. A special effort has been made to 
build up the reference department so that it may contain 
everything needed for public school pupils and those fol- 
lowing special lines of stud)'. 

Following are the names of officers of the library : 
Directors: D. G. Moore, Dr. P. L Poland, O. A. 
McFarland, C. L. English, A. L. Webster, G. F. Rearick, 
Thos. Conron, Columbus Schatz, E. R. E. Kimbrough ; 
president, A. L. Webster; vice-president, G. F. Rearick; 
secretary, C. L. English ; treasurer, Thomas Conron ; 
librarian, Josephine E. Durham. 

John Crerar Library 

THE JOHN CRERAR LIBRARY, founded by the 
late John Crerar, was incorporated in 1894, and 
opened to the public in 1897. The endowment is 
conservatively estimated at $3,500,000. After careful 
consideration, the board of directors determined upon 
a field of work which would best complement and not 




D.\NviLLE Public Library. 



terian minister. The books were mostly on theological 
subjects, works of fiction, as in the case of John Crerar 
Library, of Chicago, having been inhibited by the donor. 
In 1883 this collection of books was merged into the 
Danville Public Library. Its first librarian was the 
Rev. James W. Coe, who acted in this capacity for five 
years, when failing health caused him to resign. He 
was a splendid scholar and an excellent portrait of this 
venerable man adorns the reading-room of the library. 
Miss Aletha B. White succeeded to the position, and 
she served from 1887 to 1890, resigning in the latter 
year to take a position in the Pratt Library, Brooklyn, 
New York. From 1890 to date Miss Josephine E. Dur- 
ham has been librarian. Under her incumbency the 
library has been managed in a manner reflecting much 
■ credit upon her executive ability and scholarship. She 
is well acquainted with the needs of the library and has 
maintained its wants most efficiently. 

The library site, covering a tract of land 132 by 15s 
feet, was purchased for $25,000. The building, costing 
$40,000, the donation of Andrew Carnegie, was made of 
Bedford stone and dark brick, and presents a pleasing 
front. It is fireproof throughout, the bookstacks are of 
steel, and the building is heated by steam and lighted by 
electricity. The library contains about twenty-seven 

46 721 



duplicate that of the other public libraries of the city. 
It may be defined as that of the natural, physical, medi- 
cal and social sciences, and their applications. 

The library occupies temporarily rented quarters com- 
prising the fifth and sixth floors of the Marshall Field 
& Co. building. A building fund of $1,000,000 has been 
accumulated, with which it is planned to erect in the 
near future a building which shall house suitably its 
collections and activities. 

The number of volumes owned by the library is now 
over 300,000, and it has also some 90,000 pamphlets 
and 3,000 maps. It is a good working collection in all 
the subjects within its scope, and much more than this 
in many of them. By gift it has received the Senn 
collection on medicine, the Jackson collection on con- 
stitutional law, the Chanute collection on aviation and 
the Gradle collection on diseases of the ej'e and ear. 
Special purchases of noteworth}' collections have been 
in economics, especially labor and social questions, the 
social status of woman, g3'necology, mathematics, zool- 
ogy- and oriental science. 

The library has endeavored to make these treasures 
as available as possible by means of a somewhat elab- 
orate and peculiar card catalogue, and by rather unusual 
provision for assistance to readers. That it meets a 



real need is shown bj' the increase in attendance from 
80 a day in 1897, to over 450 in 191 1, and in the esti- 
mated use from 45,000 books and periodicals in 1897 
to nearly 500,000 in 191 1. To all in search of informa- 
tion on scientific subjects. The John Crerar Library 
extends a most cordial welcome. 



it afifords the best facilities for special work in theolog- 
ical study. The library consists of upward of thirty- 
five thousand volumes, and forms a choice collection of 
theological and miscellaneous books, well adapted to 
the wants of professors and students. Additions are 
being made constantly to the library. 




Virginia Library 



VlEGINI.\ LlBR.'^RY. 

The Gail Borden Public Library 



IN connection with the McCormick Theological Semi- 
nary, located in the City of Chicago, one of the 
many advantages otTered theological students gratis 
is the use of the Virginia Library, which represents one 



ON April 2, 1872, the Elgin Public Library was 
established under the State law, and on April lo 
it was organized. In December, 1873, the books 
and furniture of the Y. M. C. A. library, previously 




Gail Borden Public Libr.^ey. 



of the gifts of Mrs. Nettie F. McCormick to this insti- 
tution for the training of divinity students. The library 
building is a most elegant structure, planned and 
equipped after the most recent approved principles, and 



formed, were bought for $250 and moved to the third 
story of the Bank block, corner Chicago street and 
Douglas avenue, Elgin. In 1874 the Circulating Library 
of Dennison & Burdick, seven hundred volumes, was 



722 



bought for $500. Other purchases increased the collec- 
tion to two thousand volumes. In 1875 E. C. Lovell 
went to Europe with authority to buy books for the 
library and he secured fifteen thousand volumes. The 
library also received many gifts. Early in July, 1892, 
the lot and residence of D. C. Scofield, on Spring street, 
between Milwaukee and Division streets, were bought 
for about $12,000, by A. B. and S. M. Church, and given 
to Elgin for a library site, provided the public library 
be called the Gail Borden Public Library. The building 
as it now stands represents an outlay of about $15,000. 
W. W. Abell, of Elgin, was the architect. The main 
floor contains reading-room, magazine room, delivery 
room and librarian's office ; - the second floor contains 
the reference room, a room used for newspaper files 
and public documents, and the directors' room, which 
was handsomely furnished by Mrs. A. B. Church. The 
building was reopened February 22. 1894. The library 
is free within the town of Elgin, to any householder or 
taxpayer upon application, and to other residents upon 
giving satisfactory guaranty, or depositing $5. 

In 1905 a new brick addition was constructed at a cost 
of $6,000. 

University of Chicago Libraries 

ON September i, 1892, a library was formally organ- 
ized, and in October of the same year a room was 
set aside in Cobb Hall to serve as headquarters 
and executive office of the librarian. On January 3, 
1893, the library was removed to a temporary building 



The Meyer collection, 54 volumes, 109 pamphlets. 

Mrs. Zella Allen Dixson collection, 592 volumes and 
pamphlets. 

The book resources are at present divided into groups 
as follows : 

1. The General librar\', which is a reference and cir- 
culating librarj'. 

2. The Departmental libraries, which are primarily 
reference and research libraries, located mainly in the 
Departmental buildings. 

3. The Traveling libraries. 

4. The House libraries. 

Departmental libraries have so far been established 
for eighteen schools, groups and departments. It is 
hoped that a number of these may be housed in the new 
Harper Memorial Library or in buildings which connect 
with it. 

The Harper Memorial Library, erected in memory of 
William Rainey Harper, and which was occupied in 
the spring of 1912, is a gift to the University from Mr. 
John D. Rockefeller and more than two thousand other 
persons, friends and former pupils of Doctor Harper. 
This building, erected at a cost of approximately 
$700,000, occupies the center of the south front of the 
main quadrangle. It is 248 feet long from east to west, 
and 60 feet wide from north to south. It consists of 
two towers each 60 by 50 feet, and 128 feet high, joined 
by the central section of the building, approximately 
150 feet long and 100 feet high. 

For a time- it will be necessary to assign part of the 
building to departmental libraries, offices and classrooms 




University of Chicago Libraries. 



situated on the corner of Lexington avenue and Fifty- 
seventh street, which building it occupied until 1902, 
when it was removed to the Press building. Fifty-eighth 
street and Ellis avenue. In the spring of 1912 it was 
established in the new Harper Memorial Library on 
Fifty-ninth street and Greenwood avenue. 

The collection of books numbers at present approxi- 
mately 350,000 volumes, which number does not include 
a considerable number of books and pamphlets still un- 
catalogued. The accessions to the library have been 
mainly through purchase, a considerable proportion, 
however, being secured through exchange or gift. Of 
the gifts, the following may be mentioned ; 

The library of Professor von Hoist, 1,250 volumes, 
200 pamphlets. 

The library of Dr. George Washington Northrup, 
1,050 volumes and about 350 pamphlets. 

The Hirsch-Bernays library, 6,000 volumes. 

The Stensland collection, 1,100 volumes. 

The Lane collection, 9,000 volumes. 



of the historical group and of the department of philoso- 
phy, and to the offices of the president of the university. 
When all the space is ultimatel}' devoted to library pur- 
poses, there will be shelf room for a little over one 
million volumes, and accommodations for between five 
hundred and six hundred readers. 

Cairo Public Library — A. B. SaflFord 
Memorial Library Building 

"'TT^HE public library is an integral part of public 
_!_ education." Cairo, Illinois, has been fortunate. 
In 1875 the Woman's Club and Library Associa- 
tion organized, and by diligent and intelligent work 
opened a subscription library of twelve hundred volumes 
in 1877. Mrs. C. C. E. Gross was librarian. Affairs 
were administered successfully, and in 1882 the books 
were presented to the city as a foundation for a free 
public library. The gift was promptly accepted, an ordi- 



723 



nance passed for its maintenance, and the following 
board of directors appointed : Capt. W. P. Halliday, 
Judge Wm. H. Green, Rev. B. Y. George. Mr. Wood 
Rittenhouse, Mrs. Anna E. Safford, Mrs. H. H. Candee, 
Mrs. Wm. R. Smith, I^Irs. P. A. Taylor, Mrs. P. W. 
Barclay. 

GIFT OF THE BUILDING. 

At this juncture Mrs. Anna E. Safford purchased a 
block on the main avenue and erected the A. B. Safford 
Memorial Library Building thereon and presented it to 
the City of Cairo for the free public library. In the 
gift of this fitting tribute to her husband, Mrs. Safford 
has everlastingly won the affection and gratitude of all 
Cairo. 

The handsome building with its well-ordered interior 
for library, reading, reference and club rooms, fine 
museum and lecture hall, with the restful, park-like sur- 
roundings, make this an ornament to the city. In point 



of usefulness it is well equipped with seventeen thou- 
sand selected volumes, all classified and card catalogued 
by modern methods. The library has many bound 
magazines and recent works of reference, and also three 
thousand books for children. 

Much reference work is done, the reading-room is 
well patronized and the circulation is large. The library 
is truly a source of pleasure and profit to thousands of 
residents and it is an educational factor in the upbuild- 
ing of the city. The present board of directors are : 
Mrs. Anna E. Safford, president ; Mr. M. J. Howley, 
vice-president ; Mrs. Anna Goldstine, secretary ; Mrs. 
H. H. Candee, Mrs. J. A. Miller, j\Irs. W. H. Wood, 
Mr. Phil C. Barclay, Mr. Herman C. Schuh, Hon. Reed 
Green. 

LIIBRARY STAFF. 

Mrs. L. L. Powell, librarian ; Miss Effie A. Landsen, 
Miss Marie Clare Glauber, assistant librarians. 



724 



INDEX 



PAGE 

Abbott, A, B 207 

Abbott, J. B 203 

Abingdon College 325 

Abraham, Heights of 13 

Academies — 

Madison 28 

Belleville 2S, 29, 30, 69 

Carlyle .- 28 

Adams, E. Louise 250 

Adams, G. E 463 

Adams, John 547 

Adams, J. Q. ; 316, 331 

Adams, Samuel 547 

Adams, W. H. H 320 

Adams, W. T 197 

Addams, Jane 316, 463 

Adsit, J. M 358 

Agricultural College 76, 124, 144 

Aiken, Hall .- 199 

Aikin, J. M 200 

Akers, Peter 307, 309, 318 

Albers, Francis 334 

Alexander, Robert 203 

Allen, C. E 241 

Allen, Elmore 196 

Allen, James 317 

Allen, J. M 325 

Allen, Louise C 365 

Allen, Martin V 198 

Allen, S. B 336 

Allen, W. H 317 

Allensworth, B. C 207 

AUerton, R. H 512 

Almicks, Servatus 333 

Almira College 345 

Altgeld, John P 244, 245, 366 

Alton — 

First tax levy 29, 30 

College 289, 290, 302 

Seminary 302 

Alvoord, G. G 497 

Allyn, Robert 142, 143, 229, 230, 232, 233, 235, 309 

American Idea 130 

Ames, E. R 306 

Amigh, Mrs 512 

Amonett, James P 196 

Anderson, A. J 551 

Anderson, A. L 196 

Anderson, D. R 199 

Anderson, Matthew 202 

Anderson, R. B 205 

Anderson, Sarah F 316 

Anderson, V. C 355 

Andreen, Gustave 333 

Andrews, Archibald 209 

Andrews, E. B 248, 347, 473, 493 

Andrews, Hugh 207 

Andrews, Matthew 323, 502 

Andrus, Reuben 317, 318 

Angel, E. A 497 

725 



PAGE 

Ansorge, Charles 491 

Aram. Miss 250 

Arbor and Bird Dav 184 

Armitage. B. F 497 

Armour, J. F 355 

Armour, J. O 356 

Armour Institute 355 

Armour, P. D 355, 356 

Armour, P. D., Jr 356 

Armstrong, D. H 199 

Armstrong, F. A 203 

Armstrong, Henry 203 

Armstrong, J, E 485 

Armstrong, S. A 199 

Armstrong, W. J 487 

Arnold, J. A 198 

Arnold, J. F 201 

Arny, W. F. U 517 

Arny, W. H. H 517 

Articles of Agreement, Teachers'.'. 63 

Arts and Industries, Mind in 135 

Association. Illinois Teachers' 44 

Atkinson, Philip 487 

Atwater, John 60 

Atwater, S. B 204 

Augustana College and Theological Seminary 331 

Aurora Public Schools 498 . 

Austin, Calvin 292 

Austin College 291 

Austin, Edward 292 

Averill, B. T 487 

Award Columbian Exposition 168 

Babbitt. Grace E 246 

Babcock. B. F 468 

Baber, Zonia 270 

Bachelor, John 370 

Badger, S. M 203 

Baggott, O. P 207 

Bale. Tillie , 250 

Baily, J. W 330 

Bain, Riley J 195 

Baird, Luther 252 

Baker, G. C 207 

Baker, Ira S 485, 487,- 519, 522 

Baker, M. Lillian 205 

Baker, W. M 518 

Baker, W. S 500 

Bakewell Case 97 

Baldwin, H. R 204 

Baldwin, S. D 204 

Baldwin, Theron 294, 295, 370. 515, 547 

Baldwin, Mrs. Theron 548 

Ballard, M. B 207 

Balliet, Thomas M 270 

Ballinger, C. P 203 

Bancroft, M. M 200 

Bangs, J. E 78 

Barber, Eliel 494 

Barber, Lester 204 



726 



INDEX 



PAGE 

Barber, W. E 196 

Barbre, Anna L 196 

Barbre. Alilton 207 

Bardwell, C. M -19S 

Barge, B. F 200 

Barker, B. B 550 

Barner, Henry 92, 371, 500 

Barnes, C. W 299 

Barnes, F. G 320 

Barr, AI. L 309 

Barrett, Jesse 204 

" Barring out " 67 

Barringer, George 207 

Bartholf, W. J 4S5 

Bartholomew, E. F 343 

Bartlett, A. C 349 

Bartlett, H. E 196 

Batavia 96 

Batchelder, G. W 200 

Batchelder, Mrs. H 548 

Bateman, Newton ...86, 92, 114, 115, 118, 121, 126, 
127, 130, 136, 173, 190, 312, 313, 363, 500, 505, 

506, 518, 520 

Bates, T. M 359 

Bateman. G. S 201 

Batterton. Eva B 204 

Bass. Perkins 216, 460 

Bayliss, Alfred 173, 174, 178, 179, 181, 248, 255, 

256, 257, 446; 508, 510 

Beach, Elizabeth 45S 

Beaubien, Charles 456, 457 

Beattie, G. A 197 

Beaudoin, Father 339 

Beck, Doctor 267 

Beecher, Edward . . ' 296, 297, 298, 370, 432 

Beecher, F. W 201 

Beecher, Lyman 301 

Beecher, Mrs. Mary 349 

Beeman, M. N ; . . 197 

Eelfield, H. H 485, 488. 490, 519 

Bell, Alexander G „. . . . 278 

Bell, H. E 199 

Belleville 28, 29 

Belleville Academy 69 

Benedict, Cora T 250 

Benedict, John D 157, 158, 168, 208 

Bennett. Charles A 184 

Bent. H. G 495 

Benton, H. J 197 

Berry, O. F 248 

Berry, W. H 204 

Bethany College 323, 324 

Beveridge, John L 233 

Bibb, Scott 549 

Bicknell, T. J 523 

Biggerstaff, T. W 200 

Bigley, M 497 

Birkbeck, B. L 201 

Birkbeck, Morris 289 

Bishop, C. A 248 

Bishop, D. M 203 

Bishop, Mellie A 254 

Bissell, L. H 291 

Black, J. C 356 

Black. J. H 195 

Blackard, W. J 199 

Blackburn Academy 329 

Blackburn College 329 

Blackburn Theological Seminary 329 

Blackburn University 156, 330 

Blackburn, Gideon 329 

Blackman, O. C 92, 491, 519 

Blackman, W. S 206 

Blackstone, T. B 354 

Blaine, Mrs. Emmons 271, 349, 463, 483 



PAGE 

Blaine, F. E 255 

Blair, D. M 203 

Blair, Francis G...17S, 179, 180, 181, 250, 252, 253, 257 

Blair, J. W 205 

Blake, E.J 197, 200 

Blanchard, Charles A 331 

Blanchard, Jonathan 114, 312, 314, 330 

Blatchford, E. W 490 

Blatchford, Mrs. E. W 489 

Bledsoe, A. T 370, 516 

Bloomfall, I. F 494 

Bloomington Schools 494 

Blue Licks 18 

Bluthard, T. J , 4S1 

Board of Education of the State of Illinois 93 

Boards of Education 104, 134 

" Boarding round " 63 

Bodine, W. L 475, 476, 480, 481, 486 

Bogan, W. J 485 

Bogardus, F. S 288, 290 

Bogue, G. M 358 

Boling, J. L 207 

Bollan, Matthew 203 

Boltwood, H. L 507, 508, 520 

Bonbright. Daniel 351 

Bond County 30 

Bond. Shadrach 27 

Bonney, C. C 110, 112, 517 

Bookwalter, Lewis 336 

Booth, Edward , 204 

Booth, Henry 252 

Booth, Mary J 254 

Borstadt, Christian 330 

Boswell, J. B 199 

Bottler, Philip 197 

Bowdon, J. C 337 

Bowersox, G. W 203 

Bowman, Leona F 203 

Bowman, T. B 354 

Bowyer, E 231 

Boyd, Francis 196 

Bover, E. R 199 

Boyer, J. M 206 

Boyes, W. F 202 

Bradburv, John 60 

Bradbury, P. G ■ 197 

Braden, Clark 229 

Bradley, John 60 

Bradley, John E 299 

Bradley, Thomas 19 

Bradley, W. H 330 

Bradt, C. E 245 

Brand, Robert 201 

Branch, Daniel 204 

Breese, Sidney 13, 14, 291, 369 

Brenholt, J. j 549 

Brennan, James 248 

Brentano, Lorenzo 463 

Bridgewater Normal School 79, 481 

Briggs, James 196 

Briggs, S. A 46.3 

Bright, Orville T.. .248, 271, 278, 445, 446, 480, 485, 

487, 488 

Brooks, A. M 206, 454, 460 

Brooks, John F 44, 88, 114, 295, 370, 547 

Brooks, John P 88, 123, 124, 125, 126, 190 

Brooks, Mary .98, 227 

Brooks, S. S 515 

Broomell, George D 460, 474 

Bross, William 327, 329 

Brownlee, J. H 232, 233 241, 250 

Brown, Alfred 31 

Brown, Claude 196 

Brown, George A 259, 522, 524 

Brown, George P 215, 248, 522, 524 



INDEX 



727 



PAGE 

Brown, G. W 19S, 451 

Brown, I. H 206 

Brown, James 199 

Brown, J. C 253 

Brown, J. R 325 

Brown, J. S 258, 512 

Brown, Stuart, in " Old Kaskaskia " 15 

Brown, William 371, 547 

Brown, W. M 325 

Brown, W. 207 

Brush, C. E 245 

Bryan, John M 200 

Bryan, W. J 238, 299 

Buchanan, James 36 

Buck, B. F 486 

Buck, Martha 232, 233, 241 

Buel Institute 434 

Bulklev, Justus .' 304 

Bull Run 101 

Bulletins of Educational Commission 182 

Bunch, Mamie 198 

Buncombe Consolidated School 509 

Bunn, D. C 503 

Bunn, Lewis 317 

Bunsen, George 80, 81, 89, 90, 94 

Buntin, W. S 199 

Burbank, A. P 466 

Burdick, S. G 203 

Bureau County and Normal School 285 

Burgess, G. A 205 

Burgess, T. C 183 

Burgett, Warren 206 

Burlingham, E. P 230, 497 

Burner, S. A 197 

Burnham, J. H 227, 494 

Burns, J. C 167, 255 

Burns, J. R 198 

Burr, Bert R 200 

Burrill, T. J 178, 363, 366 

Burrington, L. L 227 

Burroughs, B. R 513 

Burrowes, A. J 183 

Burrows, J. C 463, 474 

Burrows, Mary 458, 474 

Burton, R. W 207 

Butler, A. C 450, 508 

Butler, C. C 200 

Butler, Louis B 195 

Butler, Milford C 327 

Butler, N. M 276 

Cable, P. L 332 

Cabot 11 

Cahokia 15, 24 

Cairo Schools 496 

Caldwell, Billy 457 

Caldwell, O. W 252, 253 

Calhoun, Alexander 204 

Califf, John A 200 

Callan, James 207 

Callaway, S. T 198 

Callender, Geo 325 

" Campagnie de I'Occident " 36 

Campbell, A. B 501 

Campbell. Alexander 240 

Campbell, G. H 337 

Campbell, J. T 196 

Campbell, L. D 435 

Campbell, S. :May 206 

Campbell, Thoma's 49, 108, 109 

Campbell, Victor , 493 

Campbell, W. J 356 

Canal 24 

Cannady, Charles 207 

Cannon, J. S 208 



PAGE 

Cantrall, D. E 204 

Carey, Daniel 202 

Carev, Zadoc 360 

Carnegie, Andrew 312, 320, 329, 335, 344 

Garner, D. J 245 

Carney, Mabel 256 

Carpenter, Mrs. Abel E 457 

Carpenter, Benjamin 513 

Carpenter, Jackson 207 

Carpenter, Mrs. M. L 206, 209, 449 

Carr, B. L 202 

Carriel, Mrs. Marv T 431 

CarroUton 70 

Carson, L. H 208 

Cartier 11 

Carter, Orrin N 199 

Carter, S. K 198 

Carthage College 343 

Cartright, Peter 317 

Case, T. A 201 

Caverly, H. P 201 

Gavins, E. W 450 

Centennial Exposition 141 

Central Illinois Female College 323 

Central Illinois Teachers' Association — Founding. 

meetings, officers, speakers, etc 399-403 

Certificates 41, 44, 58, 104, 117, 121 

Life 122, 180 

Chaddock College 319 

Chalfant, J. G 202 

Chalmers, W. J 358 

Champlin, A. H 267,270 

Chamberlin, H. B 471 

Chamberlin, M. H 308, 309 

Chambers, M. R 201 

Champlain 11, 12 

Chaplin, Miss 70 

Chapman, Anna B 205 

Chapman, P. H 203 

Chapman, P. T .- 201 

Chappel, Eliza 451, 458 

Charles, F. L 184, 246, 247 

Charles, G. B 201 

Chartres, Fort 13, 15, 16, 36 

" Cheese " Law 144 

Chester Settlements 16 

Chicago College of Law 328 

Chicago Historical Society 17 

Chicago in 1812 22, 24, 134 

Chicago Law School 359 

Chicago Medical College 327 

Chicago Normal School 271 

Chicago Public Schools 456 

First tuition ■ 456 

First school 456 

Family school 456 

Mr. Forber's school 456 

First house for a school 457 

John Watkins' school 457 

Miss Chappel's school '457, 458 

G. T. Sproat's school 457 

School section 458 

George Davis's school 458 

Wright schoolhouse '. 458 

First independent organization 458 

Miss Leavenworth's school 459 

Miss Willard's school 459 

City incorporated 459 

Charter amended 459 

First records 459 

Division into districts 459 

Female teachers 460 

First permanent school building 460 

Authorized salaries 460 

Report of 1849 461 



728 



INDEX 



PAGE 

Female teachers classified 460 

Certificate necessary 462 

Organization in 1911 462 

Development of Board of Education 463 

Inspectors in 1S40 463 

Inspectors before 1S72 463 

Since 1872_ 463 

The superintendency 463 

Normal school 464 

Assistant superintendency 474 

Compulsory education 480 

Teachers' college 481 

The high school 484 

Parochial schools 486 

John Worthy School 486 

City Bridewell 486 

The grammar schools 487 

Fire of 1871 487 

Special schools 4Sii 

Blind schools 489 

Deaf schools 489 

Schools for crippled children 489 

Tuberculosis children ,489 

Juvenile court 489 

Evening schools 489 

Free Kindergarten Association 489 

Kindergarten College 489 

Manual training 490 

Music ; .... 491 

Drawing 491 

Growth and expenses 491 

Salaries 492 

Special committees 49a 

Half-day scheme 492 

Special funds 492 

German 492 

Vertical writing 492 

Pensions 492 

Dr. Andrews' report 493 

Dr. Christopher's report 493 

Child study 493 

Educational commission 493 

Mr. Cooley's administration 493 

Mrs. Young's administration 493 

Chicago Theological Seminary 355 

Childs, C. F 227 

Chipperfield, B. M 255 

Christianer, F 202 

Christiansen, Alice M 20Si 

Church of Christ 324 

Christopher, W. S 463, 493 

Churchill, George 105, 499, 500, 501 

Churchill, M. E 299 

Circulars, superintendents' 184 

Circuit schools 549 

Cisne, W. G 208 

Claflin, J. F 485, 490 

Clarida, R. 209 

Clark, Charles 198 

Clark, E. S 497 

Clark, Francis 59 

Clark, G. C 463 

Clark, George Rogers 16. 17, 19, 20 

Clark, H. D ' 323 

Clark, H. G 475 

Clark, J. M 209 

Clark, T. A 367 

Clark, W. A 206 

Clayberg, G. M 485, 486 

Clendenen, T. C 497 

Cloud, Senator 90 

Cobb, Emerj' 365 

Cobb, S. B 349 

Cobleigh, N. E 309 

Coffman, L. D 253 



PAGE 

Cokelv, J. D 200 

Cole, J. S 202 

Coleman, J. W 205 

Coles, Frank J 198 

College fund 39, 79, 88, 93 

College, relation to public schools 129 

ColHns, W. T 207 

Colton, B. P 167, 215, 325 

Colton, C. S 501 

Columbia Exposition 167 

Colwell, S. A 20b 

Colyer, F. H 242 

Combs, Charles L 198 

Commissioners, school 40, 44, 84, 117, 123, 124 

" Common School Advocate " 44 

Compensation of officers 133 

Compulsorv attendance 124, 135, 156, 157, 167 

Comstock, "H. S 200 

Conger, L. E 321 

Conger, Uzziah 321 

Congerville consolidated school 511 

Conley, Professor 330 

Conn, G. W. Jr 204 

Conrow, W. L 199 

Consolidated school decision 177 

Consolidated schools 508 

Constitution of 1818 26, 51, 52, 132 

Constitution of 1848 51 

Constitution of 1870 132, 192 

Contract, teacher's 63 

Com-entions, educational 36, 42, 45, 52, 88, 107, 110 

Conzelman, W. J 513 

Cook, Charles A 485, 486 

Cook County Normal School, see County Normal 
Schools. 

Cook, Edna F ' 252 

Cook, Flora J 270 

Cook, John W 215, 216, 245, 246, 248, 249, 251, 

259, 278, 447, 450, 451, 519, 543 

Cook, M. M 199 

Cooley, E. G 181, 183, 473, 480, 482, 493, 498 

Coolev, H. S 47, 48, 49, 50 109 

Coons', J. C 206 

Cooper, T. J 199 

Copeland, L. H 204 

Corbin, Abel R 550 

Cornell, Paul 264 

Corrington, S. F 199 

Costello, J. W 197 

Costley, J. C 198 

Coultas, W. W 198 

Coulter, J. M 328 

County commissioners .28, 38, 40 

County funds 77 

County school convention 54 

County superintendents' convention 44 

Cowan, D. C 196 

Cowan, Minnie R 480 

Cox, F. W 202 

Cox, Henry C 480 

Cox, W. R 456 

Coy, E.W 518 

Cov, W. S 227 

Craig, I. B 251 

Crampton, Rufus 299 

Crane, R. T 490, 491 

Crangle, F. M 200 

Crary, A. A : • • ■ • 207 

Crary, Mary E 196 

Crary. O. M 208 

Cravens, L. P 200 

Crawford, F. E 199 

Crerar, John 490 

Creve Coeur 13 

Crocker, Mrs. Sarah C 548 



INDEX 



729 



PAGE 

Cross, J. E 205 

Cross, John 330 

Crouch, F. W 203 

Crow, W. H 205 

Crowe, A. B 250 

Crowell, W. H 330 

Crozat 15, 36 

Cullom. S. M 93, 143, 208 

Culver, Helen ,349 

Cumberland Presbyterians 29 

Cummings, Joseph 351 

Cummins, A. W 309 

Cummins, J. S 303 

Cumnock, R. L 333 

Cunningham, Alice B 252 

Curran, A. B 202, 451 

Curtis, Harvey 312, 326 

Curtis, Louise S 488 

Curtis, W. S 312 

Cusic, R. S 198 

Cutcheon, Dr 114 

Cutler, Dr 26 

Cutter, B. R 457, 488 

Dailey, W. W 200 

Damen 341 

Dapprich, Emil 150, 207 

Dartmouth College Case 302 

Daugherty, B. F 336 

Davenport, Eugene 183, 328, 367 

Davis, David 96, 318 

Davis, George 458 

Davis, Henry 513 

Davis, H. V 196 

Davis, J. A 198 

Davis, K. B 204 

Davis, Leonard 253 

Davis, W. B 241 

Dawson, James 197 

Day, J. M 202 

Deaf and Dumb 186 

Dean, H. A '. 201 

Dearborn, F. C 19 

Dearborn School 460 

DeBey, Cornelia 463 

DeBlois, Austin K 305 

Decatur Schools 503 

DeChartres, Fort 15 

Decisions 177 

Decius, Lewis 197 

Decker, B. E 204 

Decoration 176 

Deere, Charles E 245 

Deering, William 351 

De Garmo, Charles 215, 521 

Degrees, Professional 184 

DeKalb 244 

Delano, E. C 143, 475, 479, 481, 482, 488 

De Leon 11 

DeMotte, H. C 319 

Dempster, John 818 

Denhart, Henry 344 

Denio, C. B 95 

Denny, M. V 195 

Deputy, M. W 253 

Derby, W. H 202 

De Soto 11 

Detweiler, J. S .' 343 

Dewell, J. N 205 

Dew, John 309 

Dewey, Electa E 488 

Dewey, Janet 249 

Dewey, John 274, 277 

Dewhurst, H. F 206 

Dexter, E. G 288 



PAGE 

Dickens, Charles 496 

Dickey, S. M 230 

Dickinson, Baxter 327 

Dickinson, H. W 167 

Dickinson, J. T 323 

Dickinson, W. C 327 

Dietz, W. H 291 

Dillman, A. W 197 

Dillon, W. F 199 

Dingle, T. W 330 

Directors 104, 105 

Directors, School 210 

Distribution of Funds 58 

District Boundaries 133 

District System 57 

Dixon, G. W 207 

Doane, J. W 490 

Dodge, W. C 269, 270, 475, 480 

Doeden, F. H 209 

Donahy, J. M 203 

Donnell, J. B 208 

Donnersberger, Joseph 270 

Donovan, H. F 270 

Dooling, T. P 203 

Doolittle, J. R 463 

Dore, J. C 267, 463, 464, 484 

Doty, Duane 143, 467, 474 

Dougherty, N. C 155 

Douglas, S. A 25, 42, 52, 72, 346 

Douglass, C. E 499 

Dow, G. W 487 

Dowdall, Leonora 250 

Downer, Mr 329 

Dovle, John 60 

Drake, H. W 197 

Drake, J, P 255 

Drake, William 487 

Draper, A. S 248, 258, 277, 367 

Dresser, Charles 516 

Dubois, Jesse K 43 

Dudman, T. J 204 

Dufif, Samuel G 195 

Dunbar, Margaret 255 

Duncan, Joseph 32, 43, 360, 516 

Duncan, J. H 209 

Dunlap, Mrs 183 

Dunsworth, J. M., Jr ' 204 

Dupee, C. A 484,518 

Durand, Henry 329 

Duration of Schools ' 518 

Durham, W. H 191, 196 

Durley, A. W 206 

Dysart, Doctor 344 

Dye, Lucretia W 201 

Dysinger, Holmes 343 

Early Conditions 27 

Early Education 153, 155 

Easterdav, C. F 199 

Easterday, L. F. M 343 

Eastern Illinois State Normal School. ... .244, 250, 251 

Eastern Illinois Teachers' Association 406, 407 

Eaton, Julia 196 

Eaton, W. P 203 

Eberhart, John F 124, 197, 262, 263, 267, 269 

Echols, R. G 200 

Eckman, J.J '. 200 

Eden, John R 95 

Edmunds, B. F 530, 550 

Edmunds, Mrs. M. P 207 

Edmundson, Carrie B 250 

Educational Commission 181, 186 

Education Defined 9 

Educational Exhibit 156 

Edwards, C. L 208 



730 



INDEX 



PAGE 

Edwards, Cyrus 35, 42 

Edwards Countv 289 

Edwards, C. S., Jr 203 

Edwards, I. Frank 202 

Edwards, J. C 202 

Edwards, Ninian 37 

Edwards, Ninian W 42, 53, 55, 57, 78, 79, 81, 

93, 94, 114, 189, 580 

Edwards. Richard 155, 156, 157, 158, 214, 230, 

232, 233, 240, 251, 252, 330, 518, 520 

Edwards Female Academy 70 

Edwardsville Library Association 30 

Eisenhart, Henrv 204 

Ela, Clarissa 167, 449 

Elections 133 

Elsiin Academy 353 

Eltiott, Mary W 512 

Ellis, F. A 201 

Ellis, J. M 293, 295, 547 

Ellwood, I. L 244, 245, 250 

English Claim 11 

English, Gertrude 480 

English High School 497 

Errant, J. W 463, 482 

Esher, J. J 354 

Esbjorn, L. B 332 

Erskine. W. R 325 

Etter, S. M 141, 142, 144 145, 494 

Eureka College 323 

Evangelical Proseminary 342 

Evans, John 351 

Evans, T. L 203 

Evanston High School 508 

Evans, W. M 252 

Everest, H. W 234, 239, 325 

Everett, David 64 

" Evolution of Dodd " 52 

Ewart, Grace ., ■ 254 

Ewing College 339 

Ewing, J. E 317 

Examinations 213 

Examinations in 1862 46 

Exhibit in 1887 156 

Experiment Station 365 

Explorers 11 

Eager, Phillip " 200 

Fairbank, F. J 255 

Fairbank, N. K 490 

Fallows, Samuel 321, 513 

Paris, S. A. p 200 

Farley, Jennie E 249 

Farmers' Institute 439 

Farnham, Eli 499 

Farnsworth, J. B 507 

Farris, T. G 201 

Farson, M. Elizabeth 475 

Farwell, C. B 328 

Faverweather, D. D 351, 440 

Feagan, C. F 199 

Fell. Jesse W 96, 97, 101, 362 

Fell, K. H 317 

Felmley, David ....167, 183, 184, 185, 215, 216, 226, 451 

Fenton, G. R 204 

Ferguson, D. C 110 

Ferguson. S. J 206 

Ferguson, W. F 291 

Ferris, G. W 202 

Ferrv Hall 327, .328 

Field", Marshall 349, 490 

Field, Stanley 413 

Fifer, J. .W 513 

Finley, J. C 309 

Finley, John H 313. 314 

First School Law 27 



PAGE 

First School 60, 540 

Fisher, A. S 323 

Fisher, P. J 336 

Fisher, Genevieve 253 

Fisher, L. B 321, 322 

Fisher, Peter 202 

Fisher 201 

Fisher, Samuel 198 

Fisher, W. L N 198 

Fiske, A. W 245 

Fiske, F. P 485, 486 

Fiske, H. F 353 

Fitch. A. H 487 

Fitch, E. C 198 

Fitch, Mary 250 

Fitzer, L. J 196 

Fitzpatrick. Frank A 278 

Flannigan. S. E 207 

Fleming, C. M 207 

F'letcher, Nelson 196 

Flower, George 289 

Flowers, Tammie E 488 

Fogler, C. L 199 

Foley, H. H 206 

Foote, C. E 203 

Foote, Mr 457 

Forbes, Caroline 253 

Forbes, H. A 202 

Forbes, S. A 143, 366, 368, 520 

Forbes. Stephen . 456 

Ford, Ellen 253 

Ford. John 200 

Ford, Thomas 35, 516 

Forsythe, Robert 456 

Fort Dearborn 19 

Fort Gage 17 

Fort St. Joseph 19 

Fort St. Louis 13, 14 

Fort Stephenson 43 

Foss, C. W 333 

Foster, G. F 232, 233 

Foster, Henry 450 

Foster, John H 463 

Foster. Mrs. Nancy 349 

Foster, R. S 350 

Foster. W. R 202 

Fowkes, H. L 196 

Fowler, Charles 551 

Fowler, C. H. . ■ 351 

Fowler, Henry 551 

Fowler, Horatio 551 

Fowler Institute 551 

Fowler, J. M 208 

Fox, Jesse C 206 

France, New 13 

Frank. G. 207 

Frankland, A. E 481 

Franklin College 289 

Frazer, L. W ' 207 

Frazier, Amanda E 204 

Frederick, S. A. S 197 

Freeman. A 337 

Freeman. J. H 157, 158. 171, 172, 177, 450, 497, 

498, 499 

French, Augustus C 372 

French Claim 12 

French, C. W 485 

French, D. P ' . - . 346 

French, G. H 241 

French Regime 16 

French Settlers 13, 14 

Fritz, G. W 270 

Frontenac 13 

Frost, Augusta 256, 266 

Fry, A. E 270 



INDEX 



731 



PAGE 

Fryar, Minnie J 242 

Funds — 

Apportionment 39, 133 

Custody 133 

Fuller, John 203 

Fuller, T. B 208 

Funk, Isaac 317, 320 

Funk, Rufus 207 

Funkhauser, A. J 197 

Gaggin. F. N. . . . , 202 

Gale, G. W 309, 310, 311, 312, 313 

Galesburg Schools 499 

Gallagher, Samuel 494 

Gard, H. V 147 

Gardner, A. E 199 

Gardner, W. H 209 

Garfield, James A 239 

Garrard, W. C 245 

Garrett, Mayor 460 

Gary Collegiate Institute 315 

Gastman, E. A 232, 233, 408, 409, 503, 504. 505, 

520, 532, 533 

Gates, J. W 512 

Gatewood, W. J 42, 44, 88, 370 

Gati, Father 339 

Gaylord. S. D 494 

" Gazetteer of Illinois " 301 

Gelston, Anna 316 

General Assembly 23, 27, 28, 30, 32, 38, 42 

German 147 

Gerstifel, Theo 270 

Gest, W. H 206 

Gettemy, Mary 502 

Gibbs, H. C 251 

Gibbs, J. T 208 

Gibbs, Louise C 195 

Giddings, Samuel 293 

Giffin, William 270, 278, 279, 483 

Gilbert, N 491 

Gilbert, N. D 246, 249 

Gilbreath, F. A 200 

Gillan, S. Y 167 

Gillespie, Jennie 488 

Gillespie. John J 95 

Gilmer, U. Z 323 

Gilmore, S. F 198 

Glidden, J. F 244 

Goddard, L. A 245, 250 

Coding, Joseph A 204 

Goebel, P 342 

Going, Jonathan 302 

Goldspohn, Albert 335 

Goode, J. Paul 252 

Goodfellow, Prof. W 110 

Goodfellow, William 318 

Goodhue, L. P 475 

Goold, H. C 199 

Goodrich, A. A 245, 248, 250 

Goodrich, Grant 350 

Gordon, G. H 198 

Gore, John 196 

Gore, R. E 198 

Gorrell, W. F 196 

Gorsuch, R. N 199 

Gorton, Mary R 266 

Gott, Silas E 195 

Goudy, C 515 

Goudy, E 44 

Goudv, E. T 44, 515 

Goudy, J. F 494 

Goudv, John 309 

Gougii, H. B 323 

Gould, Elsie 488 

Gove, Aaron 208, 219, 518, 519, 520 



PAGE 

Cow, A. M 518 

Gowdy, Calvin 46 

Graded Schools 81, 85, 147 

Gragg, J. B 205 

Graham, L. L 198 

Graham, R. 320 

Craw, E. P 202 

Grammer, Seth A 195 

Grand Prairie Seminary 353 

Granger Movement 140 

Grant, A. P 445 

Grant, Inness 312 

Grant, U. S 511 

Granville Convention 36, 91, 434 

Graves, Linus 317 

Gray, Joseph 207 

Green, W. H 231 

Greenbackers 145 

Greene, E. R 359, 362, 363, 364 

Greene, H. E 197 

Greenlaw, T. B 197 

Greenlee, J. M 199 

Greenman, A. V 499 

Greenville College 345 

Grewell, V. M 199 

Greenwood, G. W 305 

Gregg, David L 109 

Gregg, H. C 199 

Gregory, C. L 204, 451 

Gregory, D. S 328 

Gregory, H. L 204 

Gregory, John M...142, 173, 230, 362, 363, 365, 439, 520 

Griffin, William 200 

Griffith. L. V 208 

Griggsville Address 434 

Grison, W. M., Jr 201 

Grissaraore. J. F 197 

Griswold, Sarah E 27C 

Crooner, W. H 204 

Grovesnor, Mason 294, 295 

Groscup, H.J 197 

Gross, Lewis M 198 

Grossman, J. H 196 

Grove, Cyrus S 207 

Grove, Elijah 303 

Grote, Caroline 205 

Grubb, Ella M 195 

Grubb, G. W 203 

" Guide for Emigrants " 68, 301 

Guithues, P. C ' 337 

Guild, R. B 501, 506 

Gulliver, J. P 312 

Gulliver, Julia 316 

Gunsaulus, Frank W 245, 356, 357 

Gutterv, Samuel 202 

Guy, C. V 206 

Gwillem, J. B 207 

Hacker, Fannie P 195 

Hadley, Hiram -. . . 520 

Haggard, J. R 198, 207 

Haish, Jacob 244, 248 

Hale. Albert 547 

Halfpennv 59 

Hall, A.I 207 

Hall, A. S 485 

Hall. B. G 207 

Hall. B. L 206 

Hall, Edith ' 250 

Hall, Mrs. G. ^I 512 

Hall, G. Stanley 278 

Hall, Frank H 145, 149, 183, 441, 442-448. 449 

Hall, James 369 

Halsey, Amelia L 207 

Halsy] John J 32, 68 



732 



INDEX 



PAGE 

Hamilton. Cora 255 

Hamilton, R. J 457 

Hamlin, Bertha 252 

Hamlin. W. H 259 

Hanmiond. P. D 208 

Hanford, Francis 474 

Hankinson, T. L 253 

Hanlon. George 199 

Hannan, Annie R 206 

Hannan. Tames 474, 475, 4SS 

Hannan, "N. B. 206 

Hanson. Minnie A 247 

Hardin, J. H 325 

Hardinger, Agnes M 4S2 

Harker, Joseph 167 

Harlan, W. T 195 

Harmison, J. K 199 

Harmon, J. F 309 

Harmon, W. M ■ 81 

Harp, J. W 204 

Harper, W. R 276, 27S, 347, 349, 358, 432, 463, 493 

Harrington, George 303 

Harrington, G. B 196 

Harris," A. W 351 

Harris, E. B 518 

Harris, G. S 463 

Harris, Levinus 198 

Harris, W. T 277 

Harrison, W. H .-286, 287 

Harsha, A. S 208 

Hart. C. W 512 

Hart, T. W 197 

Hartacher. Minnie C 334 

Hartnev. Lizzie L 474 

Harvey. Elizabeth B 196 

Harvev. Julia 512 

Harwood, S. E 241 

Hasselquist, T. N 332 

Hastings. L. M 499 

Hatch. F. S 201 

Hatch, L. A 248 

Hatfield, S. K 207 

Hatfield. W. R 205 

Hathaway. W. M 206 

Haven. Dwight 208 

Haven, E. 351 

Haven, Luther 463 

Hawkins, J. A 330 

Hawkins, Marv E 254 

Hawkins. Mav 206 

Hawlev. S. S 203 

Haworth. O. P 208 

Hawthorne. C. J 517 

Hawthorne. W. E 206 

Hay. John 196 

Haves. Edward 501. 502 

Haves. J, A 205 

Hazle, Laura 109. 255 

Heath, G. W 488 

Hedding College 323 

Hedding, Elijah 323 

Hedding Seminary 323 

Henaughan, ^I. J 245 

Henderson. G. W 197 

Hendricks, B. F 208 

Hennepin 12 

Henninger, J. W 171, 255, 256 

Hennv, A. K 200 

Henry, Kate 232 

Henrv, Patrick 17 

Henson, i^Iark 203 

Herbert, W. E 202 

Herdman. T. H 309 

Herdman. W. J 201 

Hermetel. G. R 206 



PAGt 

Hertel, Charles 207 

Hewett. Edwin C 102, 143, 214, 216, 518, 519, 520 

Hewins. L. T 200 

Hewitt. J. N 328 

Heywood. A. S 487, 488 

Hevwood, P. C 497 

Hickman, J, F 203 

Hickox, W. R 201 

Hieronymus, R. E 181. 183, 325 

Higby. John 199, 201, 551 

Higgins, Henrv 204 

Higgins. Van H 267 

High, G. L 252 

Higher Education 280 

Higher Echication. Development of 286 

Highland Park 508 

High Schools 139, 148 

High Schools. Graded 505 

High Schools. Township 506 

Hill, Allen . 197 

Hill, A. J 196 

Hill, I. C 485 

Hill. J. M 201 

Hillard. Martha 316 

Hillman. A. C 208, 232, 233 

Hillsboro College 343 

HiUyard, W. H 204 

Hinman, C. T 351 

Hinners, A. C. . - 196 

Hirsch, Emil G 276, 277 

Hiser, H. 197 

Hitch, R. M 205, 480, 486 

Hitchcock, ^Nlrs. Charles 349 

Hitchcock, H. E 313 

Hitchcock, Henry 313 

Hitchcock, Miss 70 

Hoaglin, Sue D 246, 247 

Hoard, Samuel 463 

Hobhs, J. B 351 

Hodge, John H 205 

Hoffman, P. H 336 

Hoffman. U. J 179, ISO, 202, 451 

Hogue, Thomas 351, 352 

Hogue, W. T 346 

Hoke. J. C 205 

Holder. Charles B 463 

Holderlv. N. P 199 

Holgate. T. F 351 

Holderman, j\Iarv R 199 

Holidavs -.133 

Hollis. D. P 205 

Holm. P. N 206 

Holmes. John H', 200 

Holmes, R. B 208 

Holmes. W, K 317 

" Home ^Missionary " 295 

Hood, J. W 206 

Hood. S. B 167. 206 

Hoover. H. D 344 

Hopkins, A. J 248 

Hopkins, C. J 36S 

Hopkins, Kate L 199 

Horton, Marv 227 

Horton, O. H 358 

Hostetler, H. W 202 

Hotz. Christopher 35S 

Houghton. Florence K 346 

Houghton. R. C 309 

Hough. W. A 207 

Hovev. Alvah 347 

Hovev. C. E...92, 93, 94. 98, 99, 100. 101, 173, 214, 

227, 243, 372. 505, olS 

Hovev, Airs. C. E 518 

Howard, Lafavette 200 

Howe, S. T..." 202 



INDEX 



733 



PAGE 

Howell. J. G 227 

Howland, George 467, 46S. 474, 4S5, 4SS. 490. 520 

Hubbard. W. A , 199 

Hudson, J. W 20S 

Huff, Charlotte 249 

Huff, Rose L 249 

Huddleson. William 339 

Hughes, N. R 198 

Hull. John 156, 167, 204, 233, 234, 238, 239, 519 

Hunt, B. K 550 

Hunt, D. D 244, 248 

Hunt, George 19S 

Hunt, G. W 206 

Huntsman. Bertha F 250 

Hurd, Albert 314 

Hurd. H. B 352 

Hurley, T. D 512 

Hurons 12 

Hursh, S. B 255, 256, 257 

Hutchinson 349 

Hynes. T. W 195, 231 



Illinois — 

Position 

Prairies 

Area 

Mounds 

mini 

Conquest of 

Revolution 

Territor}- 

Enabling Act 23, 

History new ; Indians 11, 

Frenchmen 

Population in 1763 

Northwestern boundary 

Constitution 

Settled portion on 1825 

Immigrants 

Preachers 

Teachers 52, 79, 92, 101. 117. 

Teachers' Association 44, 

Illinois College 44, 289, 290, 292, 329, 260, 

Illinois College of Pharmacy 

Illinois Industrial Convention 435, 436, 

Illinois Institute 

Illinois Institute of Education 301, 

Illinois Liberal Institute 

Illinois Soldiers' College 

Illinois State Education Society 44, 

Illinois State Normal Universitv..24. 76. 78, 85, 89, 

94, 118. 124. 125. 130, 168, 371, 

Illinois State Teachers' Association, History of . . . . 

Illinois State University 290, 

Illinois Teachers' Association 44, 

Illinois Universit}- 

Illinois Wesleyan University 

Immaculate Conception of Blessed Virgin 

Indiana University 

Industrial Education 85,183, 

Industrial League 91, 

Industrial University 125. 

Inglis. B 

Inglis, S. M 170, 171. 245, 250, 251, 

Institute, State Teachers 91, 

Institutes ...58, SO, 83, 112, 122, 124, 125, 147. 152, 

167, 184. 

Introduction 

Irion, Rev. D 



9 
10 
10 
10 
11 
17 
19 
23 



Z6 

11 



24 

25 

25 

25 

123 

52 

432 

352 

437 

330 

369 

321 

511 

370 

372 
373 
343 

52 
361 
317 

14 
287 
1S4 
136 
362 
252 
450 
124 

194 

9 

342 



Jack. John 200 

Jackman, W. S 270, 271, 272, 275 

Jackson. Charlotte M 254 

Jackson. J. W 204 

Jackson, T. C 200 



PAGE 

Jackson. W. S 270, 271, 272, 275 

Jackson, W. T 336 

Jacksonville Association 547 

Jacobs, Henry 190 

James, C. S 201 

James, Edmund J 181, 367, 351 

James, Leeds , 208 

James !Milliken University 337 

James, P. M 202 

Jaques. J. R 323 

Jayne. Violet D 367 

Jefferson, H. S 507 

Jefferson, Thomas 17 

Jeliff. F. R 255 

Jenks. J. W ' 370 

Jenkins, J. H 200 

Jenkins, T. K 199 

Jenkins, William 168, 173, 551 

Jenney, Elisha 295, 547 

Jennison. John 195 

Jepson, A. G 309 

Jerome. C. W 208 

Jewett, J. J. 498 

Jobe, J. E 206 

John Swaney Consolidated School 510 

Johannon. Carl 325 

Johns. John 199 

Johnson. Annabel 253 

Johnson, B, W 325 

Johnson, Frank A 204 

Johnson. F. F 206 

Johnson. G. J 304 

Johnson, G. W 201 

Johnson, Henry 252, 253 

Johnson, J. W 204 

Johnson, L. M 327 

Johnson. William 197 

Johnston, W. J 208 

Joliet. Louis 12, 13 

Jones, A. H 251 

Jones, Alba 203 

Jones. Jenkin Lloyd •. 278 

Jones, L. K " 199 

Jones, Lottie 167 

Jones. William 463 

Jones, W. A 497 

jonesboro College 289, 290 

Jubilee College 289, 290, 291 

Judson. Harry Pratt 350 

Junker. Damien 333 

Kane, Thomas 358 

Karr, Lyon 209 

Karraker, D. W 207 

"Kaskie Old" 13, 14, 15,16, 17, 19, 21. 22, 23, 

24, 27, 28, 36, 60 

Kays, Victor 510 

Keane, M. J 463 

Keating, J. T 463 

Keener. A. C 200 

Keily. Richard 201 

Keith. Edna 255 

Keith. Edson 490 

Keith, G. G 463 

Keith, J. A. H 246, 247. 249 

Keith. H. M 487 

Kellar. J. G 203 

Keller. G. W 336 

Kellev, Mrs. E. G 349 

Kelly", M. B 208 

Kellogg, H. Amelia 482 

Kellogg, H. H 311 

Kellogg. Kate 4S0 

Kemp. Theo ' 320 

Kendall, H. N 303 



734 



INDEX 



PAGE 

Kendall, Mrs 501 

Kendall, P. R 322 

Kendrick, A. A 304 

Kennery, Mrs 512 

Kent, Erastus 315 

Kent, S. A 349 

Kennedy, J. A 204 

Kenyon, J. S 203 

Kepley, H. B 292 

Kephart, I. L 336 

Kern, O. J 209 

Kern, D 200 

Kerford, Mrs. W. D 512 

Kerrick, James A 198 

Kessinger, M. M 203 

Killie. T. C 197 

Kimball, C. P 370 

Kimball, G. P 330 

Kimball, J. E 487 

Kimberley, E. S 463 

Kimbrough, E. R. E 155 

Kimmel, R. R 202 

Kimzey, W. R 205 

Kindergarten 268, 275, 489 

King, D. F 199 

King, J. W 198 

King, Tuthill 354 

King, W. H 463 

Kingman, A. J 204 

Kinley, David 367 

Kinnie, C. J 156 

Kinzie, John H - 456 

Kirby, William 547 

Kirk, Alfred 474, 475, 480, 488, 519 

Kirk, James 166, 167, 169, 209, 450 

Kirkby 295, 297 

Kirkhofer, H. J 335 

Kister, W. H 203 

Kleckner, I. F 207 

Klinefelter, W. H 336 

Klosterman. P. M 337 

Knapp, C. H 201 

Knapp, J. H 501 

Knapp, James H 202 

Kniselv, J. S 203 

Knox College 288, 290, 309 

Knox Manual Labor College 311 

Koch, Frederich 252, 253 

Koerner, Gustave 231 

Kohlsaat, C. C 358 

Kosinski, John 345 

Kramer, J. H 208 

Kranz, C 342 

Krape, A. A 207 

Kroh, P. H 207 

Kunkleman, J. A 343 

Lackev, G. W 202 

Lackland, W. R 207 

Ladies' Schools 70 

Lake Forest Association 327 

Lake Forest College 326 

Lake Forest University 327 

Lake View High School 507 

Lake, W. E 197 

Lamar, C. H 196 

Lamb, J. E 209 

Land Grant Act 361 

Lane, A. G....155, 157, 197, 267, 268, 270, 276, 358, 

449, 471, 475, 476, 482, 487 

Lane, J. H 200 

Lane Seminary 310 

Lanning, Solomon 196 

Lands, School 40 

Landsden, John 496 



PAGE 

Larned, Mrs. C. E 196 

Larrimore, J. W 268 

La Salle 12, 13 

Latham, R. B 337 

Law, John 13, 15 

Layton, Louise E 270 

Layton, S. W 200 

Leach, Clement 501 

Leach, O. D 201 

Leal, T. R 196 

Leaton, James 317 

Leavenworth, Miss 459 

Leavitt. J. A 339 

Lebanon 206 

Lebanon Seminary 290, 306 

Lecrone, G. M 291 

Lee, E. W 205 

Lee, George H 196 

Lee, J. C 322 

Lee, T. J 197 

Leib, H. E 207 

Leonard, Nicholas 334, 337 

Leverett, Warren 303 

Leverett, Washington 303 

Lewis, A. C ,357, 358 

Lewis, G. O i97 

Lewis, H. B 267 

Lewis, H. F 358 

Lewis Institute 357 

Lewis, John 357 

Lewis, J. ■ H 245 

Lewis, Leslie 460, 474 

Lewis, N. C 323 

Lewis, S. G 196 

Lewis, T. Z 205 

Lexington Normal School 89 

Library School 67 

Libraries 84, 86, 104, 184, 440 

Lincoln, A 43, 96, 307, 361, 371, 438, 494 

Lincoln College 337 

Lind University 327 

Lindsey, John 324 

Link. R. R 199 

Lippincott, Mr 293 

Littler, D. F 245 

Little, Luella V 488 

Livingston, F. W 204 

Livingston, W 322 

London Company 11 

Loring, Lucius no 

Locke, J. W 142, 309 

Locke, O. E 353 

Lockwood, S. D 516, 547 

Lodge, A. N 209 

Logan, John A 231 

Lombard College 321 

Lombard, Frank 491 

Lombard, Henry 322 

Loomis, G. C 208 

Loomis, H. B 486 

Loomis, Hubbel 302, 550 

Lord, L. C 252, 253, 259, 451 

Loos, C. L 325 

Losey, N. H 311 

Lett, E. C 245 

Love, Homer 329 

Lovejoy, Elijah 298 

Lovejoy, Owen -. . . 331 

Low, G. A 487 

Lowe, O. B 205 

Lowell, C. E. M 208 

Lowery, R. H 403 

Lowry, C. D 475, 480 

Lowry, J. A 200 

Lowry, T. P 202 



INDEX 



735 



PAGE 

Lucas, J. G 196 

Ludwig, W. Y 208 

Lugenbeel, W. A 391, 392 

Lundegreen, Eliza 4SS 

Lunt, F. S 233 

Lusson, St 12 

Luther, Martin 200 

Lutkin, P. C 353 

Lyman, H. M 358 

Lynn, A. T 204 

Lynn, \V. H 201 

Lyons, H. S 508 

Lyons, S. R 326 

INIabry, J. B 208 

McAIpine, W. J 245 

Mc Andrew, W. A 485 

McArthur, James 200 

McCall, Mrs. L. M 501, 502 

McCallister. Everett 200 

McClaughry, R. W 325. 326, 513, 541 

McClellan, George B 199 

McQellan, Thomas 313, 314 

McCIintock, J. 1 208 

McCloir. D. C 503 

McCIung, J. S 200 

McClunn, J. E 217 

McCIure, G. J 328 

iNIcClure, J. E 203 

McClure, J. G. K 354 

:\IcClure, S. S 214 

McCormick. Henry 167, 215, 216, 224 

]McCormick, Nellie F 254 

McCormick Theological Seminary 354 

McCreery, L. J 206 

McDavid, W. J 204 

McDonald, A. D 205 

McDonough College 205 

Mace, S. E 200 

McGaskill, A 196 

McGinniss, Albert 338 

]\IcGlumpy, A. J 337 

McGrew, E. A 207 

McGruder, Judge 359 

Ai cGuire, Theresa 482 

McHanev, James 203 

McHattan, Hugh 197 

Mcintosh, Charles 205, 457 

Mcintosh, Sarah C 208 

Mack, W. S 259 

McKain, P. A 197 

McKay, S. A 205 

Macke, P. S 337 

McKearnan, John . 208, 454 

McKee, Nannie J 195 

McKeever, E. B 206 

McKelvey, S. A 206 

McKendrean College 307 

McKendree College 209, 305, 360 

McKenney, Isabelle 253 

McKim, O. F 203 

Mackinac - 12 

Mackinaw, Little 22 ' 

McKinley, President 233 

McKinney, Augusta 242 

]\icKneeley, J. 1 147 

;\IcKnight, J. F 197 

McLain, N. W 512 

^McLaren, John 338 

McLaughlin, P. S 201 

McLean, Addie L 250 

^McLean County 96 

McMasters, S. Y 303 

MacJNIillan, D. P 493 

McMichael, G. B 376 



PAGE 

McMichael, T. H 326 

McMurrv, C. A 167, 215, 246, 247, 249 

McMurry, F. M 213 

JMcMurr}^, J. H 338 

McMurry, Lida B 248, 250 

McMurry, Miss 306 

JNJcNabb, James 196 

JNlcNeill, Mary M 242 

Macomb 254 

ilcPherson, W. M 302 

McQuearv, T. H 475, 476, 486 

jNIcQueen, D. A 197 

jNIcQuilkin, James 207 

McVey, W. P 323 

Madison County First School 60 

Jiiagnor, J. N . '. 203 

Magoun, John 317 

JNIahoney, Jeremiah 488, 319, 520, 521, 522 

Major's Hall 98 

JIale Teachers 132 

Mallarv, M. M 203, 514 

Malone, J. A 206 

jManchester, J. P 202 

Manchester, O. L 228 

jNIandel, Leo 349 

:\Ianlev, A. P 208 

]Mann. C. E 201 

Jilann. C. W 357 

Mann, Horace 79, 88, 371, 500 

Mann, Jessie R 249 

Manual Labor College Movement 290 

Mapes, A. J 198 

Marcy, Oliver 351 

Manor, Francis 64 

Mark, Clayton 463 

Marlow, A. S 245 

Maroe, J. G .' 206 

Marquette 12 

Marschutz, William 207 

Marsh, H. B 372 

Marshall, A. B 206 

Marshall, J. R 202 

Marsile, M. J 340 

Martin, C. H 202 

^Martin, Irma 251 

Martin, John C 344 

JNIartin, J. H 205 

Martin, S. M 204 

Martin, William 550 

Martin, W. H 201 

Martin, W. L 208 

jNIarwin, M. W 202 

Mason, Edward G 12 

Mason, George 17 

Mason, Julia F 232, 241 

:Mason, R. B 267 

Mason, S. G 205 

Massachusetts 88 

JIass'ev, S. E 199 

Mastin, G. C .'. . . 196 

:\Iatheney. F. E 200 

Mather, Robert 314 

Matlack, L. G 330 

Matteson. Governor 52, 110 

Matthews. John „ 354 

Mavitv, ^^'. P 207 

Maxwell, H. A 204 

Mays, D. H 199 

Mays, Jesse 199 

INIavne. S. A 208 

Meeker. G. W 372 

Meeks. B. F 208 

Megan. C. P 473. 476, 480 

Mehlhop. J. A 203 

Jilelendez 11 



736 



INDEX 



PAGE 

Melville, Andrew 249 

Memorial Day 184 

M emorial in 1844 46 

Memorial to the Presidijnt 30 

Menard, Pierre 2T, 286 

Mereer, J. A 190 

Mermet, Father 15 

Merrich, F. W 461 

Merrill, Bishop 359 

Merrill, J. K 487 

Merriman, A. N 488 

Merriman, C. B 494 

Merriman, C. P 317 

Merritt, J. W ; 309 

Merritt, L. Evelyn 250 

Mertling, J. A 330 

Merwin, Fannie S 203 

Messenger. John 60 

Metcalf, Thomas 215, 216, 225 

Metzell, E. L 250 

Meyer, K. A 195 

Michigan 72 

Military Tract 254, 311 

Military Tract Educational Association 403-406 

Millard, J. E 96 

Miller, Bertha 183 

Miller, Clara 253 

Miller, J. A 449 

Miller, Jacob ■..-... 196 

Miller, J. A 203 

Miller, James 317 

Miller, John 334 

Miller, L. W 202 

Miller, R. D 204, 454 

Miller, S. C 197 

Miller, S. F 327 

Miller, T. C 452 

Miller, W. E 197 

Milligan, H. W 299 

Millikin, James 338 

Mills, C. W 197 

Mills, S. 335 

Mills, W. B 510 

Minton, Homer 329, 330 

Mitchell, C. E 198 

Mitchell, J. J 349 

Model School 227 

Monmouth College 325 

Monroe County 30 

Monroe, John 494 

Monroe, W. W 198 

Monser High School 207 

Montford, Helen R 270 

Montgomery, H. H 199 

Montgomery, H. C 204 

Montgomery, J. A 207 

Month, School 133 

Moore, B. C 204 

Moore, H. H ? 203 

Moore, Hugh 203 

Moore, Ira 92, 98, 102, 243, 481 

Moore, J. C 207 

Moore, Mary 203 

Moore, R. C 203 

Moore, R. L 209 

Moore, T. E 203 

Morals 186 

Morev, T. P 195 

Morgan, J. E. W 203 

Morgan, J. G. 497 

Morgan. Joel G 195 

Morgan, R. T 198, 45% 

Morrell, J. S 438 

Morrill Act 126 

Morrison, Marion 325 



PAGE 

Morrison, T. N 498 

Morrison, W. R 231 

Morse, Mrs. A. B 345 

Morse, F. L 485 

Mortensen, P. A 480, 486 

Morse, Anna A 254 

Moseley, Flavel 94, 463 

Moseley, Sarah P 370 

" Mosaics " 246 

Moses 28 

Moss, CM 317, 320 

MoUlton. S. W 93, 95, 111, 513 

Mudd, Maurice A 206 

Mueller. Anselm 333 

Mundell, C, W 199 

Munsell. C. W. C 199 

Munsell, E. B 319 

Munsell, O. S 319, 320 

Murphy, Edward 459 

Murray, Bronson 112, 437, 517 

Monticello Seminary 548 

Nash, C. E 326 

National Education Association 155 

Nauvoo High School 508 

Neal, H. A : . . . 251 

Neal, J. 198 

Neal, Marietta A 197 

Neal, Offa 199 

Neff, E. .F 205 

Negro Burned 18 

Negroes 54 

Nehrling, Walter 254 

Neill, J. R 206 

Nevens, W. H 208 

New Albany Theological Seminary 304 

Newberry, W. L 463 

New England Company 26, 35 

New Normal School jNIovement 243 

Nichols, O. B 197 

Nichols, T. M 230 

Nichols, W. F 497 

Nichols, D. F 202 

Nickey, S. P 203 

Nickle, William '. 204 

Nicolet, Jean 12 

Nightingale, A. F 181, 197, 474, 475, 507, 508 

Nollen, J. S 328 

Normal Schools ..44, 49, 56, 79, 80, 85, 87, 88, 89, 

90, 91, 92, 130, 147, 148, 180, 184, 214, 243, 244, 376 

Normal Schools, County 92, 262, 281, 285 

Northern Illinois State Normal School 243, 245 

Northern Illinois Teachers' Association 387-396 

Northwestern College 334 

Northwestern College of Dvental Surgery 328 

Northwestern Education Society 372 

Northwestern University ._. 350 

Northwestern University Medical School 353 

Norton, J. H ' 485 

Norton, Mabel 250 

Norton, W. T 550 

Noyes. H. S. 351 

'Nutting, Rufus 330 

Nye, J. W 335 

Oberlin College 310 

O'Brien, Mollie 205 

O'Connor, Thomas 513 

Ogden, W. B 349, 372 

Oglesbv, R. G 267, 362, 511 

Ohio ." 72 

O'Keefe, Isabel 463 

Oldfather, G. W 202,449,452 

Oldt, F. T 155 

Olsson, Doctor 332 



INDEX 



737 



PAGE 

O'Mahoney, J. P 340 

O'Massener, R 494 

Ong, Ira M 203 

Oneida Institute 2!)0 

Ordinance of 17S7 21, 22, 25, 36 

Ordinance of 17S5 71 

Oregon 24.5 

Orphan School 126 

Orr, R. W 49G 

Ottawa High School 507, 508 

Ottawa Mission 13 

Overland Trail 15 

Overman, C. R 435 

Owen, Colonel 457 

Owen, W. B 280, 486 

Oxford, J. H . 200 

Ozark • 10 

Pace, J. M 201, 204 

Paddock, Armada G 266 

Paddock, H. C 201 

Page, E. C 246. 249 

Page, S. C 208 

Page's Theory and Practice IIS 

Palmer, A. C 507 

Palmer, E. G 231 

Park. Edwin 203 

Parker, C. 1 485 

Parker, C. M 449, 451, 454, 455, 523 

Parker, F. W 167, 269, 270, 271, 272, 273, 482, 483 

Parker, Mrs. F. W 270 

Parker, G. N 197 

Parker, J, W 208 

Parker, Valmore 197 

Parkinson, D. B,..143, 232, 233, 234, 240, 242, 259, 570 

Parrish 15 

Parks, Lizzie 241 

Parson. Helen E 503 

Parson, S. F 270 

Parsons, G. B 206 

Partridge, Lelia E 270 

Passavant, W. A 355 

Paten, J. W 339 

Patten, Alice C 246, 247, 249 

Patten, O. W 490 

Patterson, Alice 184 

Patterson, Doctor 304 

Patterson, R. W 326 

Paxson, Walter A 206 

Payne, W. C 475 

Peabodv, S. H 156, 364, 365, 366, 484, 489 

Peadro, B. F 205 

Pearce, Edward 197 

Pearn, J. G 196 

Pearsons, D. K 251, 299, 313, 328, 329 

Peck, G. W 323 

Peck, J. M 42, 68, 300, 301, 369 

Peck, John 203 

Peirce, Cyrus 21, 99, 243 

Pence, Robert 206 

Pennington, Lott 201 

Pensions 184, 187 

Peoria Annual Conference 323 

Peoria County Normal School 251, 281 

Pepson, G. W 201 

Perdue, J. C 197 

Perkins, G. W 513 

Perry, E. Frank 203 

Perry, J. T 208 

Pestalozzi 80 

Peterson, Frances 503, 505 

Peterson, J. H 201 

Pettingill, J, C 205 

Phelps, Edward 371 

Phelps, W. F 98 



PAGE 

Philbrick, John D 464 

Phillips, D. W 309 

Phillips, L. M 232 

Pickard, J. L 143, 267, 467, 520 

Pierce, Amos -321 

Pierpont Readers 64 

Pillsbury, J. E 205 

Pillsbury, W. L. ..35, 71, 75, 88, 122, 125, 148, 152, 

154, 155, 227, 286, 370 

Pinknev, D. J 47, 89 

" Pioneer Western Baptist " 42, 301, 369 

Piper, Anna 252, 253 

Piper, J. A .■ 251 

Piper, J. M 205, 450 

Piper, Jonathan 519 

Pitkin, C. J 205 

Pittsford, D. B : 207 

Plainfield College 334 

Plant, G. D 197 

Plumb, Ralph 508 

Plvmouth Company 11 

Polo 245 

Pomfret, M. E 207 

Pope, Nathaniel 23, 546, 550 

Porter, J. C 325 

Porter, Jeremiah 458 

Porter, W. A 197 

Potter, F. W 198 

Potter, Johnson ' 207 

Potter, L. H 102, 484, 512 

Potter, Mary Ross 246, 247 

Post, Edwin 501 

Post, T. M 546 

Powell, W. B...78, 82, 84, 86, 93, 95. 110, 113, 114. 

141, 142, 143, 144 190, 408, 435, 497 

Powner, C. 1 523 

" Prairie College " 311 

Prairie Du Rocher 24 

Prairie Du Pont 24 

" Prairie Farmer " 45, 107, 370, 391, 434 

Prentiss, N. A 497 

Preston, J. H 202 

Press Bulletin ISO 

Priestley, W. M 203 

Primer, J. W. 203 

Princeton Township High School 365, 507 

Private Schools 82, 86 

Proccs I'crbal ■. 12 

Proctor, T. J 199 

Pruitt, Edgar C 206 

Public School Journal 248 

Pullman, George M 490 

Pupils' Reading Circle 410, 411, 412 

Putnam, Alice H 270 

Putnam County 434, 519, 520 

Quackenbush, M 201 

Quebec 11, 13 

Raab, Henry 122, 149, 150, 152, 157, 159, 166. 

167, 169, 170 

Ragon, Edith 253 

Rainey. INIrs. Henrv M 512, 513 

Rammelkamp, C. H 293, 299 

Ramsey, J. E 208 

Randall, R. P 200 

Randolph, J. B 199 

Randolph. R. R 205 

Rank, Fred H 446 

Ransom. S. C 202 

Rasweiler, H. H 335 

Rasweiler, John K 198 

Rat^ Bill SO 

Raum, G. B 231 

Ray, Jessie Ellwood 248 



738 



INDEX 



, PAGE 

Ray. J. T.... 205 

Raymond, Alice 241 

Ravmond, Sarah E 142, 143, 494, 495 

Raymond, W. H. V 230, 497 

Reactionary Movement 36 

Read, Daniel .^ 230, 303, 304 

" Reading as a Life Force " 155 

Rebman, Emma 201 

Redd, L. H 200 

Reed, Mary 1 205 

Reed, P. C 195 

Reeder, J. M 200 

Reeder, R. R 167, 219, 522 

Reese, W. S 336 

Reeves, O. T 494 

Regan, G. D 206 

Regan, L. T 202 

Reid, S. S 329 

Rein, William 215 

Remsberg, J. H 503 

Renault, Philip Francis 36 

Rendleman, A. Z 200 

Renwick, Myrtle 201 

Revell. A. H 463 

Rex, George P 95 

Rexford, Heber S 264 

Revnolds. Emily K 216 

Reynolds, J. M 203 

Rhetoricals 44 

Rhine, R. E 206 

Rhode Island 35 

Rhodes, John 334 

Rice, Emilv J ". 270 

Rice, Inez D 247 

Rice, Maurice P 199 

Rich, Professor 322 

Rich, W. C, Jr 207 

Richardson, Henry 494 

Richardt, P. M 337 

Richmond, C. W 19S 

Richmond, John P 196 

Ricker, N 364 

Rickert, J. W 204 

Ridgeway, T. S 232, 233 

Riess, George L 206 

Riggs, J. D. S 305 

Riley, Charles 499 

Rittenhouse, HI M . •. 200 

Roberts, J. B 501, 502 

Roberts, H. L 255 

Roberts, James 232 

Roberts, J. W 201 

Roberts, W. C 328 

Roberts, W. J 199 

Roberts, W. M 475, 4S0 

Robertson, Charles 330 

Robinson, A R 485 

Robinson, G. B 200 

Robinson, H. C 200 

Robinson, Ida 200 

Robinson, S. W 364 

Robinson, W. E ■. 195 

Roche, J. A 358 

Rocheleau, W. F 167 

Rockefeller, J. D 347, 349 

Rockford 245 

Rockf ord College 314 

Rockford Seminary 314 

Rock Spring Seminary 290, 301, 302 

Rock Spring Theological and High School 300 

R ock wood. G. H 485 

Roe, E. R 494 

Rogers, Annie E 198 

Rogers, H. W 351, 352 

Rogers, James E 330 



PAGE 

Rogers, T. P 317 

Roosevelt, Theodore 338 

Root, C. H 451 

Root, C. R 199 

Roots, B. G 63, 92, 205, 230, 520, 531 

Rose, James A 205 

Rose, K. P 205 

Rose, Marshall 201 

Ross, G. C 199 

Ross, G. W 245 

Ross, Mrs. M. H 268 

Ross, Robert 325 

Rosette, Clinton 244, 245 

Rosseter, E. C 200, 480 

Roth, W. H 198 

Roughton, Van D 205 

Rourke, P. J 206 

Roy, Father Thomas 339, 340 

Rude, L. F 198 

Rudolph, H. M 199 

Runvan, E. F 463 

Rupp, H>den I\I 208 

Rural School Architecture 176 

Rush Medical College 29, 328 

Russell, E. S 232 

Russell, John 197 

Russell, J. B 200 

Russell, R. A 514 

Rutherford, S. C 200 

Ruthrauff, J. M 343 

Rutledge. W. J 317 

Ryan, Merion E 196 

Ryder Divinity School 341, 342 

Ryder, W. H 322 

R"verson, M. A 349 

Ryon, D. B 259 

Sabin, A. R 156, 202, 460, 474, 484, 486, 488 

Sage, R. P 501 

St. Charles School for Boys 512 

St. Clair County 226 

St. Clair, Governor 22, 37 

St. Francis Solanus College 333 

St. Ignace 12, 13 

St. Ignatius College 340 

St. Joseph Seraphic College 336 

St. Louis, Fort ,. . . 13 

St. Stanislaus College 344 

St. Viateur College 339 

St. Vincent's 21 

Salaries 50, 51, 78, 82, 116, 123, 174, 185 

Salter, Matilda F 241 

Saltsgiver, S. D 201 

Samson, J. H 207 

Sanborn, DaVid 501 

Sandham, W. R 207 

Sanford, Fernando 205 

Sangamo Journal 42, 43, 370 

Sargent, F. M 475 

Saulsbury, C. H 245 

Sault Ste. Marie 12 

Scammon, J. Y 463 

Schedule 40 

Schneider, O. C 463 

Scott, J. C 206, 230 

Scott, W. H 203 

Scott, Owen 198, 251 

School Commissioners 40, 44, 54, ' 57, 104 

" School Days in the Fifties " 278 

School Directors 117, 210 

School Districts 104, 211 

School for Blind 423-428 

School for Deaf and Dumb 413-417 

School for Idiots and Feeble Minded 418-423 

School Fund Proper 76 



INDEX 



739 



PAGE 

School Funds 71, 76, 148 

Care of 167 

School Houses, First 60, 61, S3, 211 

Use of 133 

School Journalism in Illinois 515-523 

School Law .. .27, 32, 37, 38, 39, 40, 44, 45, 53, 56, 
58, 104, 113, 117, 127, 132, 133, 134, 145, 146, 

152, 155, 168, 185, 186, 188, 189 

Schools, Early 59, 66, 67 

" The Schoolmaster " 238 

Scotland Consolidated School 511 

ScouUer, J. D 513 

Searl, C. J 255 

Sears, C. A 318 

Seaton, J. H 206 

Seehorn, A. A 195 

Select Schools 213 

Seeley, John .• 57 

Seeley, Samuel J 59 

Sellars, C. W 196 

Seminaries, County 88 

Seminary Fund 31, 74, 75, 88, 93 

Sennefif, B. L 336 

Servant, Richard B 105 

Sevier, C. M 204 

Sewall, J. A 103, 519 

Seward Consolidated School 509 

Seymour, M. L 225 

Shannon, A. R 95 

Sharp, Catherine L 367 

Sharp, Elisha 197 

Shasted, John 372 

Shattuck, S. W 363 

Shaw, Edward 196 

Shaw, F. M 196 

Shawhan. G. R 196, 449, 450, 451, 453, 454 

Sheets, B. F 518 

Sheldon, William 339 

Shelton, A. M 204 

Shepardson, F. W 346 

Sheridan, T. H 205 

Sherman, Mrs. C. K 463 

Sherman, L. Y 254, 513 

Sherrill, H. J 190 

Sherwood, Adiel 303 

Sherwood, George, & Co 487 

Shipley, B. F 199 

Shipman, M. D 245 

Shoal Creek 293 

Shoemaker, J. D 197 

Shonts, T. P 326 

Shoop, G. W 250 

Shoop. John D 480 

Shryock, H. W 241 

Shuey, J. R 325 

Shuey, W. R 326 

Sigmund, F. L 343 

Sieferman, W. H 198 

Sill, Anna P 314 

Simonds, S. 208 

Simonds, W. E 309 

Simpson, T. A 309 

Sinclair, Nellie M 201 

Sippy, B. F 203 

Sixteenth Section , 24, 28, 71 

Skiffington, Florence V 253 

Skiles, J. R 250 

Skinner, O. A 322 

Slade, J. P 155, 157, 159, 193, 207, 346, 449 

Slavery in Illinois 15, 36, 37, 298 

Slavery Question 298 

Sloan, Wesley 95 

Sloan, W. F 508 

Slocum, B. D 487 

Slocum, C. E 35 



PAGE 

Slocum, J. J. ." 326 

Slocum, Jeremiah 485, 487, 488 

Slocum, May 252 

Slocum, W. F 486 

Smedley, Fred '. 493 

Smith, A. A 334, 335 

Smith, A. E 208 

Smith, A. J 206 

Smith, A. R 195 

Smith, B. L 207 

Smith, Bernadine Orme 354 

Smith, C, E 201 

Smith, D. C 354 

Smith, E. C 173, 519 

Smith, E, M 320 

Smith, G. 196 

Smith, G. W 197 

Smith, G. W 241 

Smith, Helen M 451 

Smith, Henry 463 

Smith, Hester M 206 

Smith, Nettie 501 

Smith, Nora 198 

Smith, O. V 202 

Smith, R. M 486 

Smith, 5. L 255 

Smith, Spencer R 486 

Smith, V. W 208 

Smith, W. C 335 

Smith, William Hawley 259, 521 

Smith, William H 202 

Smith, W. M 208 

Smith, William Y 201 

Smithson, N, R 207 

Snapp, G. N 205 

Snell, Mrs. H 349 

Snyder, Edward 363, 367 

Snyder, John 195 

Society of Inquiry 294 

Society of School Principals 408 

Soldiers' Orphans' Home -. 319, 428 

Soldiers' College 103 

Songer, J. H 197 

Southern Illinois State Normal University. .228, 242, 243 

Southern Illinois Teachers' Association 382 

Southwell, J. H 206 

South worth, G. S 204 

Spain's Claim 11 

Spalding. Rev. John Lancaster 278 

Sparks, Thomas 209 

Spear, S. L 16, 209 

Special Acts 144 

Speer, Mary A 270 

Speer, W. W 270, 475 

Spence, W. A 203 

Spencer, A. P 202 

Spofford. G. W. ■ 487 

Springer, Francis 204 

Springer, M. C 323 

Sproat. G. T : ... 457 

Spurgeon, R. M 206 

Squire. James 203 

Standish, J. V. N 142, 229, 322, 518 

Stansberry, C. B 197 

Stableton, J. K 494, 495 

Stapleton, John 207 

Starne, Alexander 110 

State Association of County Superintendents 408 

State Board of Education..' 93, 99 

State Certificates 122 

State Course of Study 156, 179, 449 

State Laboratory of Natural History 365 

State Orphan School 126 

State Reform School 513 

State Teachers' Association 367 



740 



INDEX 



PAGE 

State Teachers' Institute 91 

State Training School for Girls 512 

Statistical Year 146 

Stearns, F. D 205 

Steele, W. L...156, 183, 2S2, 373, 453, 499, 500, 501, 502 

Steiner. John H 193 

Stelle, John P 200 

Sterans, E. F 4S5 

Stern, Max 270 

Stetson, Albert 213, 510, 519 

Stevens, Emily M. C 4SS 

Stewart, D. T 19S 

Stewart, S. C 335 

Steyer, Theo 205 

Stine, W. F 206 

Stitch, O. C 201 

Stiver, P. 207 

Stockdale, G. B 202 

Stoll, C. A 345 

Stone, C. M 205 

Stone, M. E 463 

Storff, P. H 337 

Storrs, William H 203 

Stotler, R. N 206 

Stout, J. B 202 

Stover, D. M 206 

Stowell, C. G 4SS 

Straight, H. H ; 270 

Stratford, Emma F 246, 247 

Stratton, Charles T 149 

Streator High School 507 

" Strictures and Criticisms " 135 

Stubbs, T. H 200 

Sturgeon, M. M 206 

Sturtevant, Julian M....142, 296, 297, 298, 370, 516, 

328, 347 

Sullivan, Ella C 475, 480 

Summerfield, John 267, 270 

Summers, A, E -.201 

Summers, J. A 200 

Sumner, W. T 201 

Superintendent, County . .44, 127, 128, 133, 141, 183, 

ISS, 190, 191, 192, 193, 194, 195 

Superintendents, County 195-209 

Superintendents' and Principals' Association, North- 
ern Illinois 396 

Superintendent of Public Instruction. .44, 47, 52, 56, 

104, 105, 111, 112, 128, 157 
Superintendents of Public Instruction : 

£.1- officio 108-110 

Elective Ill, 113, 114, 123, 140, 144, 150, 155, 

170, 173, 178 

" Supervision " 35, 184 

Suppiger, A. A 203 

Surplus Revenue Fund 40 

Sutherland, S. J 235 

Sutlef, Phebe T '. 316 

Swahlin, W. F 309 

Swan, C. 1 205 

Swan, Zeiba S 199 

Swaney, John 510 

Swartz, A. D, 323 

Swartz, Winnif red 255 

Sweet, B. A 197 

Swift, E. F 351, 353 

Swift, G. S 351 

Swift, H. T 179 

Swift, Lola E 249 

Switzer, J. A 246, 249 

Sykes, Mary E 208 

Tabor, Merwin 497 

Taf t, L. B 463 

Talbot, G. 1 198, 449, 453 

Talon, Jean 12 



PAGE 

Tanner, E. A 299 

Tanner, John R 248, 231, 254, 359 

Tate. Harvev 196 

Tateman, C. A 205 

Tax, First School 29 

Taxation 45, 51, 54, 58, 128, 133, 211 

Tavlor, A. R 338 

Taylor, Edson H 252, 253 

Taylor, F. Lillian 503 

Tavlor, Harrv 181 

Taylor, Phoelie A 195 

Taylor, Zachary 347 

Taylorville High School 508 

Tazewell, Edna 250 

Teachers 104, 210, 212 

Teachers' Association, Illinois 44 

Teachers' Association, State 367 

Teachers, Early 59,62, 82 • 

Teachers' Requirements 45 

Teachers, Shortage of 179 

Teaching Force in 1884 133 

Templeton, J. W 208 

Templeton, R. B 205 

Tennev, Sanborn 230 

Text-Book Act 186 

Thaver, Gilbert 494 

Thirty-sixth Section 24, 72 

Thomas. Cyrus 232 

Thomas, Ezekiel 317 

Thomas, Jesse B 43 

Thomas, Professor 143 

Thomas, S. E 253 

Thompson, A. H 494 

Thompson. F. D 502 

Thompson, D. G -205 

Thompson, J. C 178, 179 

Thompson, R. P 206 

Thornton, C. S ' 463 

Threlkeld, C. L 199 

Throop. A. G .- 323 

Tidd, Charley 250 

Tillinghast, Nicholas 102, 215 

Tilson, Mrs. John 548 

Tipsward, H. JNI 199 

Tipton. S. S -197 

Tobias. J. J 359 

Tobin. E. J 197 

Todd, E. J 498 

Todd, John 17 

Tolono Township High School 507 

Tombaugh, C, R 202 

Tombaugh, M 202 

Tomlin, J. T 319 

Tompkins, Arnold 214, 216, 248. 280, 482, 483 

Tonty ■ 12, 13 

Township — 

. Fund 40, 71 

High School 133, 187 

Incorporation 41 

System 53. 57, 81 

Treasurer 104, 133 

Trainer, John 203, 449, 452, 453, 454, 522, 523 

Transeau, E.N 253 

Traylor, J. L 204 

Treasurer. County 104 

Tressler. D. H 343 

Trude. A. S 463 

Truesdell. R. B 291 

Trumbull, Lyman 24. 109. 267, 352, 511 

Trustees 28, 39, 104, 209 

Trustees. Township 209, 210 

Trvon, Mrs 501 

Tu'fts, C. W 156 

TuUev. J. C 204 

Turner, Asa 295, 547 



INDEX 



741 



PAGE 

Turner, A. E 338 

Turner, J. B. .42, 44, 91, 92, 114, 298, 360, 361, 362, 

363, 364, 370, 372, 431, 517, 547 

Turner, Oaks 435 

Tuthill, R. S 359, 512, 513 

Underwood, D. J 200 

" Union Agriculturist " 89 

Union Biblical Institute 354 

Uniformity 78 

Union College 289 

Union College of Law 352 

Universalist Library Society of Illinois 321 

University of Chicago 346 

University Fund 77 

University of Illinois .359, 439 

University, State 90, 125. 168 

Uzzell, J. U 202 

Vaile, E. 523 

Van Arsdale, Elmer 206 

Van Cleve, M. T 201 

Vandalia 28, 35, 42, 70, 88 

Vandalia High School 70, SS 

Van Demark, J. K 196 

Van de Velde, James 341 

Van Dorn, Charles 206 

Vanlew, F. M 198 

Van Liew, C. C 215 

Van Liew, F. H 497 

Van Petten, E. M 494, 495 

Van Zwoll, H. A 488 

Vaughan, Mary C 475 

Vaughn, S.J 250 

Varner, I. J 196 

Vernon, W. A 208 

Verrazani 11 

Viego, Colonel Francis 17 

Villars, Isaiah 309 

Vincennes 17 

Visitation School ..128, 133, 189, 190, 191, 192, 193, 194 

Vocational Education 125 

Vote, Women's, Decision 16'.) 

Wade, A. L 452 

Wadsworth, S. B 205 

Wager, R. E 249 

Wages in 1860 116 

Wakeman, Mrs. S. A 338 

VValbridge. Emma 26S 

Walker, E. F 207 

Walker, G. C 349 

Walker, Jesse 457 

Walker, J. B 291 

Walker, I. H 201 

Walker, John F 326 

Walker, P. R 258, 538 

Wallace, D. A 325, 326 

Wallace, Mrs. R. M 512 

Walnut Grove Academy 324 

Walnut Grove Seminary 328 

Walsh, Thomas 231 

Wampler, I. C 198 

War, Close of 127 

War Resolutions 124 

Ward, E. 1 205 

Ward, G. H 401 

Ward, J. B 205 

Warner, E. F 329 

Warner, Sarah L 457 

Warville, G. W 359 

Warwick. Elmer 246 

Wasco, Consolidated School 411 

Washburn, Jemima 551 

Washburn. John . 333 



Washburn, E. B 








PAGE 
438 


Waters, Silas 








317 


Watkins, John 








457 


Watson, J. E 








196 


Watson, R. B 








254 


Watt, Mrs. M. E 








208 


Watts, C. H 








196 


Washington 








96 


Washington, George . 








22 


Waverlv 








88 


Wead, H. M......... 








47 


Weaver, Henry E . . . . 








512 


Weaver, John 








200 


Webster, F. M 








. . . 270 


Webster, O. S 








206 


Wedgewood, G. S . . . . 
Weed, Ira M 








202 

326 


Weems. " Parson " . . 








64 


Weir, Marshall W. .. 








149 


Weiss. Mrs. G. A.... 








. . . . 512 


Welch, Marv S 








. . . 196 


Weller, Anna L 








253 


Weller, Marion 








249 


Wells, A. M 








207 


Wells, E. L 

Wells, G. P 








.143, 205 

488 


Wells, T. M 








198 


Wells, William H. . . . 
Wentworth. D. S.... 
Wertz, Adda P 


92, 94, 

...143, 265, 266, 


4(53, 
289, 


464, 
460, 


465, 466 

487, 489 

241 


West, C. P 








321 


West, Mary Allen . . . . 
West, Z. B 




.202, 


500, 


502, 520 
208 


Westcott, 0. S 

Westfield College .... 


484, 


485, 


486, 


488, 520 
335 


Western Company . . . 








13 


Western Illinois State 


Normal School. 






. . . 254 


Weston, A. M 






324 


Weston, E. P 








328 


Weston, J. P 








322 


Wheaton College .... 








330 


Wheaton, W. L 








331 


Wheeler, D. H 








351 


Whetzel, W. J 








209 


Whipp, F. D 








513 


Whipple Academy ... 








298 


Whisnand. J. L 








197 


Whitchurch, John . . . 








203 


Whitcomb, A. L 

•• White " 








246 

548 


White, C. P 








208 


White, H. A 








358 


White, H. T 








199 


White, Nehemiah .... 








■^99 


White, Professor .... 








345 


White, R. A 








463 


White, S. H 36, 

Whitehead, E. J 


37, 58, 104, 143, 


144, 


281, 


282, 

487, 518 
264 


Whiteside. Mary W... 








205 


Whitham, Kenneth M. 








204 


Whitman, E. A 








309 


Whitman, Mary R.... 








.... 249 


Whittemore, Edward . 








. . . . 491 


Whitten, C. W 








. . . . 249 


Whittenberg, Sarah J.. 








. . . . 201 


Whittington, S. B 








241 


Wilcox, J. W 








. . 201 


Wilcox. Major 








457 


Wilde, Arthur H 








350 


Wilder, W. H 








320 


Wiley, E. R 








516 


Wiley, Margaret L. . . . 








208 


Wilkie, W W 








499 


Wilkins, Daniel 


93, 94, 124, 


204, 


232, 


494, 517 



742 



INDEX 



PAGE 

Wilkinson, E. S 202, 253 

Willard, Frances 351 

Willard, Miss Langford 459 

Willard, Samuel 59, 65, 67, 103, 136, 142, 154, 

173, 459, 4S8, 515, 516, 518, 520, 527, 528 

Willard, Silas 500 

Williams, Frank D 488 

Williams, J. D 201 

Williams, J. E 200 

Williams, R 202 

Williams, R. E 320 

Williamson, Katharine P 246 

Williamson, Wiliam H 206 

Willis, A. W 502 

Wilmarth. Professor 551 

Wilson. Hattie P 198 

Wilson, H. B 204 

Wilson, John 510 

Wilson, J. I 208 

Wilson, J. M 352 

Wilson, M. H 351 

Wilson, S. L 196 

Winchell, Ann E 487 

Winchcll, Hattie N 488 

Winchell, S. R 519, 523 

" Winnebagoes " 12 

Winship, C 330 

Wire, R. E. . . .". 204 

Wirtz, W. W 249 

Wiswall 250 

Withee, W. H 204 

Witmer, D. 196 

Wolverton, C. W • 198 

Womack, J. H 200 



Woman's Medical School 353 

Wood, Norman N 303 

Woodbury, Caroline 322 

Woodland, F. M 208 

Woodson, Elsie 254 

Woodward, Willard 267, 487 

Worley, C. A 199 

Worthington, Eleanor 270 

Worthington, N. E 205 

Wright, J. Ambrose 516 

Wright, John S 45, 47, 89, 106, 107, 111, 370, 371, 

488, 516 
Wright, Simeon. ,. .83, 92, 93, 94, 112, 114, 231, 372, 531 

Writing 65 

Wygant. Caroline S. A 481 

Wylie, L. B 197 

■' Yale Band " 295 

Yates, Richard 252, 296, 361, 437, 438 

Yeakel, Reuben , 354 

Yelvington, M. D 201 

Yeomans, Delia 200 

Yerkes, C. T 349 

York, L. E 200 

Young, D. G 209 

Young, Ella Flagg 167, 259, 280, 473, 474, 475, 

481, 485, 488 

Young, J. L 208 

Youngblood, F. M 251 

Youngblood, T. F 209 

Youngstown Consolidated Schools 511 

Zimmerman, W. C 185 



INDEX TO BIOGRAPHIES 



-PAGE 

Allenworth, Ben C 564 

Alvis, Harry J 562 

Anderson, Edward 566 

Anderson, Harrison Monroe 565 

Andrews, William Edward 562 

Anthony, Calvin Bertram 564 

Armstrong, George Buchanan 565 

Armstrong, James E 563 

Arny, Leonidas Ellsworth 563 

Baber, Zonia 574 

Baer, Louis : 571 

Bailey, O. C 578 

Baker, George C 573 

Bartelme, Mary M 575 

Bawden, William T 573 

Beebe, William Hempstead 570 

Beecher, Howard Benjamin 570 

Beeman, Marion Nelson 572 

Belote, Edwin Irving 577 

Bender, Viola Emeline 572 

Beseman, Ella 579 

Birnev, Thomas Milton 580 

Blackburn, Rev. Gideon, D.D 569 

Blair, Francis Grant 551 

Blue, Harry J : 567 

Bone, Hugh Alvin 581 

Boyes, Walter F 574 

Brennan, George Albert 568 

Brewer. John Morton 578 

Brittin, Charles Henry 579 

Brophy, Truman William, D.D.S., M.D., LL.D 566 



PAGE 

Browne, William Henry 568 

Burgess, Theodore C 576 

Burke, Rosanna A 576 

Burton, Myron G 571 

Butler, Arthur Clark 575 

Butler, George C 577 

Buzzell, Delos 567 

Byrne, Christopher J 580 

Cade, George Newton 592 

Cameron. Daniel Ross 587 

Carroll. Daniel Bernard 588 

Chamberlin. William Harvey 588 

Chandler. Floyd Alvin 589 

Chapman, Gideon P 592 

Clark, Florence Jane 585 

Clark. M. G 586 

Clendenen, Taylor C 583 

Coddington, A. 586 

Coffield, Hey wood 582 

Collins, Elbert Adrian 584 

Colwell. Lewis W 590 

Conn. George W., Jr 591 

Cook, Charles Alonzo 581 

Cooke. Flora J ' . 589 

Coultas, William Wallace 590 

Cox, Henry Clay 582 

Crawford. Francis Everett 584 

Grouse, Colonel 591 

Cunningham, Michael J 587 

Curlee, Samual J 583 

Curran, Amos D 585 



INDEX 



743 



PAGE 

Darling, Daniel H 596 

Daughertv, Benjamin Franklin 595 

Davis, Exum W 598 

Davis, John William 593 

Davison, Charles 599 

Deach, Ivan J 596 

Dean, Harrv Adalbert 598 

Dixson, Zefla Allen. A.M., L.H.D 595 

Dodge, Solon Sylvester 597 

Dorris, Charles Henry 593 

DuBois, Chase O 1 •- 594 

Dunn, Eleanor Reese 594 

Dyar, Herbert Lee 597 

Earle, Frank B 602 

Eherhart. John Frederic 599 

Edmunds, Henry Hugh 605 

Edwards, Jay Calhoun 602 

Edvvood, DeVVitt 603 

Elliott, Thomas Orvall 604 

Ellis, Edward Arthur 604 

Elmer, Mrs. Blanche B 603 

Fairweather, William Calvin 605 

Farnsworth, James B 612 

Fawcett, D. Frank 611 

Fellows, Mary Louise 609 

Ferguson, James J 610 

Ferguson, Samuel J 608 

Findley, Mary Morrow 606 

Frost, Henrv Hoag 60T 

Foster, W. R 606 

Fowkes, Henry L 608 

Freeman, James Alexander 609 

French, Charles Wallace 607 

Frohardt, L. P 610 

Furr, William Alexander 611 

Gilbert, Newell Darrow . . ^ 613 

Gill, Margaret S., A.B., Ph.B 612 

Gowev, Elbert E 616 

Graff, Mamie E 613 

Green, Harry Edwin 615 

Greenup, Warren C 603 

Griffiths, G. Charles 614 

Grotts, Walter Franklin 614 

Grove, Cyrus Stover 613 

Gunderson, Severt Tobias 616 

Hacker, Mrs. Fanny Posey 627 

Hagan, Warren L 628 

Haight, Robert Allen 631 

Haley, Margaret A 632 

JJamilton, Katherine 625 

Harlan, Claire 613 

Hartigan, I\Iary Susan Leonard 620 

Harvey, Alfred 617 

Harvey, Elizabeth B 629 

Hatch, Henry D 628 

Hawkins, May S 631 

Haves, John Arleigh 624 

Hays, Dudley Grant 619 

Henderson, Mrs. Kate A 618 

Henry, James Hamilton 617 

Hermetet. George 621 

Herrick, Horace N 622 

Heuerniann, Minna S 626 

Hickman, James Franklin 620 

Hill, Thomas C 621 

Hines, Frank B„ A.M 618 

Hines, Nannie M 625 

Hinkle, Homer Marion 620 

Hoehn, Frank L 622 

Hoffman, LI. J 553 

Holbrook, Florence 630 



PAGE 

Hornbacker, William R 627 

Hough, William Alexander 623 

Huddle, John Benjamin 624 

Humer, J. Montgomery 632 

Hurt, Huber William 629 

Huttman, Henry William 623 

Jackson, James W 634 

James, Edmund Janes 559 

Jenkins, Frances 635 

Johnson, Thomas C 636 

Joiner, Charles Ellsworth 633 

Jones, Davis Oscar 633 

Jones, Edgar S 635 

Jones, Emma Fann)' 634 

Jones, Lottie E 636 

Kellogg, Kate Starr 644 

Kemp, Theodore, A.B., D.D 638 

Kennedy, Frank Ellsworth 642 

Keough, Mrs. W. C. H 643 

Kern, O. J 640 

Kimmel, Oscar Harrison 638 

King, Charles W. F 644 

Kirkpatrick, Harold H 640 

Kletzing, Elmer L 643 

Kletzing, Josiah F 641 

Kling, Henry F 642 

Kock, Charles Rudolph Edward 636 

Kramer, Marguerite Ethel 637 

Krauskopf, Charles Clovis 637 

Ksycki, Philip M 639 

Kuflewski, Dr. Wladyslaw Augustus 639 

Kuechler, Charles Edward 641 

Lagorio, Antonio 648 

Laws, Elmer Ellsworth 645 

Lentz, Eli Gilbert 646 

Lewis. John L 646 

Lewis, Leslie 648 

Loesch, Frank J 646 

Long, John A 644 

Loomis, John H 647 

Lucas, Jackson G 647 

Ludwig, William Y 646 

Lyons, James 645 

Magill, Hugh Stewart, Jr 649 

Martin, Daniel R 649 

Maxson, Charles Henry 650 

McCartney, Marcus Neely 656 

McClelland, George B 663 

McComis, Samuel Jay 660 

McDonough, Thomas J 660 

McFatrich. James Burton 651 

McGinnis, James W 661 

McManus, James B 663 

Meek, Tecumseh Henry 654 

Melody, Genevieve 664 

Merriman, Eugene D . . . 658 

Merwin, Fannie Spaits 656 

Meyer, Henry Adam 659 

Middleton, Anthony 662 

Miller, Frank Lester 650 

Miller. John Elmer 664 

Millikin, Orris J 657 

Milner. Sarah A 652 

Moore, B. C ., 652 

Moore, James Gregory 653 

Moore, Nellie Anna 653 

Moore, Robert Christian 661 

Moore, Roy L 658 

^loore, Thomas Edward 655 

Morgan, Esther 657 

Morgan, Royal T 655 



744 



INDEX 



PAGE 

Morse, Edward L. C 659 

Mortenson, Peter Alvin 651 

Moses, Eliza Trabue 654 

Mozier, William Foye 662 

Murray, David L. .'. 665 

Neumann, Julius K 660 

Nevens, William H 667 

Newell, Moses Elmer 667 

Nickols, Daniel Franklin 665 

Norton. Marie Therese Werneburg 6.66 

O'Brien, Walter Lawrence 668 

Odenweller, Arthur Leonard 069 

O'Keefe, Sarah J 069 

Olson, Mrs. Mary Darrow 008 

Ostrander, Charles Henry 070 

Parker, Charles Irving 673 

Parker, Charles M 071 

Parkinson. Daniel Baldwin 672 

Parks. James LaFavette 076 

Payne. William C, .' 674 

Peisma, John R 070 

Perrin, Harry Ambrose 078 

Perrv, L. Dav 078 

Pfaeizer, David M 677 

Pfeiffer, Rose 673 

Pfennighausen, Otto Charles 679 

Pifer, Robert '.075 

Potts, D. Walter 074 

Pringle, Lewis Alexander 677 

Prowdley. F. C 670 

Pruitt, Edgar Commodore ■ 675 

Putman, Mrs. Alice H 671 

Quine, William E., M.D., LL.D 679 

Raines, S. E OSS 

Ray. John Thompson 682 

Rebman, Emma 080 

Reecher, Samuel E 683 

Reed, Grace 683 

Reeder, John C OSl 

Reeves, Owen Thornton 684 

Rendleman, Andrew J 685 

Richardson, Bertrand Clifford 687 

Rieder, Frank W 682 

Ritter, Emil W 089 

Rockwood, George H 687 

Ross, Carl W 689 

Round}', Carrie E 084 

Rourke, Agnes Anne 088 

Rowland, John Riley 681 

Ruggles, Martha M 085 

Russell, John Benjamin 686 

Ryan, Helen R 686 

Sabin, Albert Robbins 696 

Sargent, Edward 700 

Savage, Mrs. Catherine A. Kelly 093 

Scheid, Jacob Phillip 697 

Schjoldager. Liger M 099 

Scegar, Nellie S 089 

Shelton. Addison M 094 

Shomaker, Samuel Jasper 090 

Shoop, John Daniel 099 

Siefferman, William H 702 

Simmons, Myrtle Therese 095 

Simmons, Orville 700 



PAGE 

Smedley, Eva A egs 

Smith, George W., Prof., M. A 691 

Smith, Nellie Lenington 697 

Smith, Spencer Ramsey 695 

Smith, Sylvia Edna 691 

Smyser, Martin L 703 

Sollitt, Alice E 696 

Solomon, George Washington 693 

Sonsteby, John J ggs 

Spear, Harry G 701 

Stableton, John Kay 71s 

Stansbury, Etta Drucilla 694 

Steele, Daniel Atkinson King, M.D., LL.D 692 

Steele. William Lucas 690 

Stevenson, John Alford 701 

Stehman, John H 702 

Sutherland, Elizabeth Huntington 692 

Taylor, Harry 704 

Thompson, Charles W 705 

Thomson, Frank D 704 

Tobin, Edward J 705 

Todd, Isaac Harry 706 

Troeger, John Winthrop 703 

Tubbs, Eston Valentine 706 

Urion. Alfred R 707 

Van Dorn, Charles 707 

Wadhams, John A 709 

Wait, Horatio L 713 

Waits, Harmon E 70S 

Walker, Peleg Remington 710 

Waller, Elbert, Ph.B 708 

Wallis, William 710 

Waterman, Arba N ' 712 

White, Harvey T , 715 

White, Robert 1 711 

Wight, Ambrose Benson 709 

Willis, Arthur Warren 714 

Wilson, Eugene Alonzo 714 

Wilson, Harry Bruce : 712 

Winchcll. Harriet N 713 

Windsor. Phineas Lawrence 715 

Woodbury. William W 715 

Wooters. James E 71I 

Wrisley, Minnie Mallory 71O 

Yarbrough, James Herman 719 

Yenerich, Lawson Grant 716 

Yoder, Isaac H 716 

Young, Ella Flagg •. 361 

Zeis, Henry Charles 717 

Zetterberg, Arvid P 718 

Zmrhal, Jaroslav J 717 



SCHOOLS. LIBRARIES, COLLEGES. 

Cairo Public Librarv, A. B. Safford Memorial 

Library Building ." 723 

Danville Public Library 721 

Gail Borden Public Library 722 

John Crerar Library 721 

McCormick School, The 720 

University of Chicago Libraries ■. 723 

Virginia Library ''22 



^ 



v\ 



